Fluent Essays

8 DISCUSSIONS DUE IN 24 HOURS DISCUSSIONS ARE ATTACHED INSTRUCTIONS ARE ATTACHED RESOURCES ARE ATTACHEDDevelopmental Domains: Piece by Piece  [WLO: 2] [CLO: 1] One of the keys to working with young children and providing them with the best care and education possible is our individual understanding as caregivers and educators of how young children grow and develop. Only with this understanding will we be able to foster appropriate development of the whole child. As Groark, McCarthy, & Kirk (2014) mention, “It is essential that caregivers understand typical human development because that understanding assists them in predicting how a child will learn and progress through specific areas of child development, or developmental domains” (Section 1.1, para. 2). The purpose of this discussion is to help you gain the necessary understanding not only of what the major developmental domains are, but also how each are intricately pieced together. To prepare for this discussion, · Read Chapter 1: “The Importance of Studying Child Development” in the course text. · Review the Centers for Disease Control and Prevention’s  Developmental Milestones (Links to an external site.)  web page. · Complete the  Developmental Domains (Links to an external site.)  interactivity. · Based on your current or future career goals, choose which age range you would like to use for your discussion. · Infancy: Birth – 12 months · Toddler: 1 – 3 years · Early childhood: 4 – 8 years · Middle Childhood: Age 9 – 12 years · Adolescence 13 – 18 years For your initial post, · Choose a specific age range from above and include that age range in the first line of your discussion post. · Explain, in general, what a developmental milestone is, and tell why milestones are only considered a framework. · Summarize, in your own words, each domain of development. · For your chosen age range, list at least four milestones for each domain.  Typical or Atypical Development? [WLO:3] [CLO: 1]   Children are considered to be developing typically when they reach developmental milestones according to chronological age. This does not mean that a child always reaches milestones on time. A child could demonstrate slight variations with respect to when or how she or he reaches a milestone since all children develop differently and experience varied influences on their development. However, a problem may be indicated when extreme disparities from the typical expectant age of a developing skill occur. How do we check for these disparities? What do we, as professionals, do when we find large variations? Those are some of the questions we will answer through this discussion. As Groark, McCarthy, & Kirk (2014) highlight, “Early identification is known to lessen future delays…” (Section 1.4, para. 2). As early childhood professionals, ensuring the best possible growth and outcomes for young children is the foundation of what we do. To prepare for this discussion, · Read Chapter 1: “The Importance of Studying Child Development” in the course text. · Read the article  Understanding Developmental Delays8Early Childhood Development (6–8 years) Creatas Images/Creatas/Thinkstock “Be who you are and say what you feel. Because those who mind don’t matter and those who matter don’t mind.” Dr. Seuss Learning Objectives After studying this chapter you will be able to: ሁ Summarize why the age range of 6–8 years has been referred to as “the age of reason.” ሁ Explain how the combination of emerging motor and social-emotional skills, along with growth patterns at this age, enhance children’s participation in team sports. ሁ Explain why new contexts like school, sports, and friendships at this age make it important that children have better concentration, attention, short-term memory, and other executive functioning skills. ሁ Describe the differences among self-concept, self-esteem, and self-efficacy. ሁ Compare and contrast Erikson’s description of this stage of development with Freud’s latency period. gro81431_08_c08_167-188.indd 167 4/24/14 12:54 PM Chapter Outline Chapter Overview 8.1 Physical Growth and Motor Development in 6–8 Year Olds 8.2 Brain Growth and Cognitive Development in 6–8 Year Olds 8.3 Communication Development in 6–8 Year Olds 8.4 Social-Emotional Development in 6–8 Year Olds 8.5 Self-Help Development in 6–8 Year Olds 8.6 Developmental Red Flags and Where to Get Help Summary and Resources Chapter Overview Typically children in this stage of early childhood, ages 6–8, are faced with many challenges that were not apparent earlier, but they have many more sophisticated skills to deal with these challenges. The opening quotation, widely attributed to Dr. Seuss, is complex but meaningful. By the end of this early childhood period, 8 year olds demonstrate the complex thinking and communication skills needed to understand the “tricky” wording in the quotation and typi- cally would be able to discuss and debate what this quote means. Better grounded self-esteem and an increased vocabulary help children ages 6–8 to “[b]e who [they] are and say what [they] feel.” In particular, the importance of friendships and being selective about which peers are better friends starts to dominate the 8-year-old child’s social world, giving real meaning to the idea that “those who mind don’t matter and those who matter don’t mind.” This aware- ness of peers, developing friendships, and a desire to be part of a social group becomes more important at this stage, as does moral development. In some cultures, including U.S. culture, school becomes the central context for development, and for some children, sports play a large role in developing self-esteem and confidence. Erickson was one of the few major theorists who recognized the importance of this stage of development. He thought that children should attain a “sense of industry” at this time and that, if they did not develop the necessary skills for their new contexts of school, friendships, and sports, they would develop a “sense of inferiority” (Eccles, 1991The Importance of Studying Child Development © Chris Sanders/Chris Garrett/Photolibrary/Getty Images “We serve children best when we try to find out what their own inner needs are and what their own unique endowments are and to help them capitalize on that.” Fred Rogers Learning Objectives After studying this chapter you will be able to: ሁ Define child development. ሁ Understand the value of studying child development. ሁ List the five major developmental domains. ሁ Describe the interdependence of domain development. ሁ Differentiate between developmental and chronological ages. ሁ Explain the five key debated issues in child development. ሁ Discuss the steps needed for a child to be referred for early intervention. gro81431_01_c01_001-018.indd 1 4/24/14 11:52 AM Section 1.1 What Is Child Development and Why Study It? Chapter Outline Chapter Overview 1.1 What Is Child Development and Why Study It? 1.2 Developmental Stages and Ages 1.3 Issues in Child Development 1.4 Assessing a Child’s Development 1.5 Core Concepts of Development 1.6 Developmental Influences and Critical Periods Summary and Resources Chapter Overview Knowing what is typical for child development provides caregivers and teachers with the basis for understanding many aspects of working and interacting with children and their families. This knowledge improves a practitioner’s ability to assess a child’s current skills by formulating an appropriate impression of the child’s true developmental status. In doing so, the practitioner acquires the ability to positively influence the child’s developmental prog- ress. Not only do the researcher, practitioner, and parent need to learn how to use this infor- mation to support the child’s developmental growth, but they also need to understand how child development affects later behavior and impacts both their responses to the child and the child’s responses to them. This introductory chapter gives an overview of developmental domains, definitions for terms frequently used in the study of child development, and the conceptual groundwork needed for successfully working with young children. Other chapter components include a review of major issues debated in this field with real-world examples, such as nature versus nurture and behavior stability and instability; a look at how observations of children can guide care- givers’ understanding of development; and steps to take if a child’s developmental progress is not typical. This chapter offers the basis for understanding subsequent chapters in this book. Chapter 2 provides an overview of the principal biological, hereditary, environmental, and experiential influences on how children develop, while Chapter 3 examines theories that provide the fundamental basis for this field of study. Chapters 4 through 8 focus on chrono- logical development through childhood, including the prenatal and neonatal stages, infancy, toddlerhood, and early childhood. 1.1 3Developmental Theories © Getty Images/Jupiterimages/Creatas/Thinkstock “In theory, theory and practice are the same. In practice, they are not.” Albert Einstein Learning Objectives After studying this chapter you will be able to: ሁ Explain the importance of studying theories of child development. ሁ Identify what Freud described as the three components of an individual’s personality. ሁ Compare and contrast Freud’s and Erikson’s psychodynamic theories. ሁ Identify how children’s actions are explained based on behaviorist theory. ሁ Describe the similarities and differences between Piaget’s and Vygotsky’s theories. ሁ Explain the key elements of Bronfenbrenner’s ecological systems theory. ሁ Identify the principal components of what Gardner refers to as “multiple intelligences.” gro81431_03_c03_043-064.indd 43 4/24/14 8:19 AM Chapter Overview Chapter Outline Chapter Overview 3.1 Psychodynamic, Psychoanalytic, and Psychosocial Theories of Development 3.2 Behaviorist Theory 3.3 Piaget’s Theory of Cognitive Development 3.4 Sociocultural Theory of Development 3.5 Social Learning Theory 3.6 Maturational Theory 3.7 Attachment Theory 3.8 Systems Theories 3.9 Information Processing Theory 3.10 Multiple Intelligences Theory 3.11 Integrating and Using Developmental Theories Summary and Resources Chapter Overview Developmental theories provide perspectives for understanding children’s development. A theory is a framework of beliefs that is used to think about a concept or concepts. Thus, a developmental theory is a framework of beliefs that guides researchers in observing human development and behaviors and, through good research, furthers our knowledge of children. The job of research scientists is to base modern thought, thus modern theory, on past theo- ries. These modern thoughts take into consideration today’s society and environmental con- texts. They are tested through research, and if shown to hold, these ideas are organized to create a new theory. These modern theories help practitioners understand and work with families and children in more effective ways. Putting the ideas and hypotheses of theories into the work with families and children is called practice. Therefore, practice is the implemen- tation of theory or the translation of ideas and thoughts into actions. For example, an early childhood professional will want to use one or a combination of organized ideas (or theories) to understand why a child might behave the way that he or she does. Because theories are made up of certain ideas about how and why development occurs, they can help profession- als look from different perspectives to understand how or why a behavior might occur, and can help to identify different approaches to enhance, eliminate, or change behaviors in their work with that child. This chapter includes both the fundamental theories that laid the foundation for newer theo- ries and the key contemporary theories. Included2Influences 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 conception4Prenatal and Neonatal Development © Maya Moody/iStock/Thinkstock “Life is always a rich and steady time when you are waiting for something to happen or to hatch.” Charlotte’s Web (E. B. White, 1952) Learning Objectives After studying this chapter you will be able to: ሁ Define and differentiate between the prenatal and neonatal stages of development. ሁ Describe how and when conception takes place and the signs and symptoms of early pregnancy. ሁ Name the phases of prenatal development and the changes that occur with each. ሁ Identify the components of a healthy lifestyle during pregnancy and how they contribute to a healthy child. ሁ Explain the function and influence of genetics on child development. ሁ Identify the signs and stages of the birth process. ሁ Describe typical development during the neonatal period. gro81431_04_c04_065-092.indd 65 4/24/14 8:18 AM Section 4.1 What Are Prenatal and Neonatal Stages of Development? Chapter Outline Chapter Overview 4.1 What Are Prenatal and Neonatal Stages of Development? 4.2 Prenatal Development 4.3 A Healthy Pregnancy Lifestyle 4.4 Genetics 4.5 The Birth Process 4.6 The Neonatal Period Summary and Resources Chapter Overview As E. B. White suggests in his well-known children’s book Charlotte’s Web, the time when a little one is growing, thriving, and waiting to be born is a time full of wonder, anticipation, and hope. In fact, research is discovering more every day about just how important the beginning periods of life are to a child’s later development. Everything that a baby encounters in the womb, during birth, and over the critical first 4 weeks of life can have positive or negative effects as the child’s development progresses. Because of the deep influence of this stage on later child development, this chapter focuses on how conception occurs, the phases of healthy development in utero, healthy lifestyles dur- ing pregnancy, and the role that genetics plays in this development. In this chapter, we also describe the availability of testing for certain diseases before birth, the stages of the birth process, and the importance of a newborn’s first month. 4.1 What Are Prenatal and Neonatal Stages of Development? When considering the importance of child development, it is common to think of contexts that begin during infancy and continue through toddlerhood, including nutrition, learning, and building relationships. However, a child’s developmental journey truly begins at conception. Chapter 2 explored the importance of genetics and experiences during the time before birth. The period from conception through birth is called the prenatal stage. During this time, the mother and her support team are ultimately responsible for providing the child with every- thing needed to grow physically and mentally. They are equally as responsible for protecting the child from harm during this period. The prenatal period is crucial for preparing the child for exposure 7Early Childhood Development (4–5 years) © Zurijeta/iStock/Thinkstock “The moment you doubt whether you can fly, you cease for ever to be able to do it.” Peter Pan (J. M. Barrie, 1904) Learning Objectives After studying this chapter you will be able to: ሁ Summarize cognitive milestones of children ages 4 and 5 years. ሁ Describe how to communicate appropriately with children ages 4 and 5 years. ሁ Describe appropriate techniques for working with children ages 4 and 5 years. ሁ Describe how to assist 4 and 5 year olds in positive social interactions. ሁ Identify and encourage healthy eating habits in children. ሁ Describe and recognize typical developmental red flags for children ages 4 and 5 years. gro81431_07_c07_147-166.indd 147 4/24/14 12:53 PM Chapter Overview Chapter Outline Chapter Overview 7.1 Physical Growth and Motor Development in 4 and 5 Year Olds 7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds 7.3 Language Development in 4 and 5 Year Olds 7.4 Social-Emotional Development in 4 and 5 Year Olds 7.5 Self-Help Development in 4 and 5 Year Olds 7.6 Developmental Red Flags and Where to Get Help Summary and Resources Chapter Overview Although some researchers refer to ages 3–8 as early childhood, there is no debating that a 3 year old is very different from an 8 year old. For this reason, it is important to recognize the significant stages within early childhood and the reason for the division of ages in Chapters 6, 7, and 8. Whereas Chapter 6 discussed the egocentric toddler (ages 1–3 years) learning to gain motor control and speech, this chapter discusses the more coordinated, complex- thinking 4 and 5 year olds. Important changes take place from the time a child just turns 3 years old until he or she reaches 5 years old, and these changes affect all developmental domains. Children who are 4 or 5 years old are interested in the world around them, open to and wanting experiences and interactions outside of the family unit. This stage of early child- hood is truly a time for more active exploration, and this exploration is driven by a curiosity that seems to dominate all aspects of daily activities. Just as the toddlers discussed in Chapter 6 are developmentally different from the 4 and 5 year olds discussed in this chapter, the older 6–8 year olds discussed in Chapter 8 are sig- nificantly more advanced than 4 and 5 year olds. Children ages 6–8 are developing individual identities, creating complex relationships with peers, and forming their own unique opinions. Compared to toddlers or 4 and 5 year olds, these children are advanced! In Oh, the Places You’ll Go! (1990), Dr. Seuss writes “So be sure when you step. Step with care and great tact and remember that Life’s a Great Balancing Act. . . . And will you succeed? Yes! You will, indeed! (98 and 3/4 percent guaranteed.) KID, YOU’LL MOVE MOUNTAINS!” This quote talks about stepping “with care and great tact” and compares life to “a gWeekly Food for Thought… [Pick a Date] Dear room 108 families Insert a brief introduction to play here… Insert a quote or saying about play here… Insert research about play being developmentally appropriate (and support it by citing it) here… Play in our classroom Provide specific examples of how you use play in your classroom here…. Insert a quote or saying that supports how you use play in your classroom here… Discuss how play is integrated into learning by showing how your above classroom examples of play specifically meet the needs of children in this age group (age 3) in each domain of development (include at least one example for each domain)… Your name here (you can also include a name for the Lead teacher)ECE 205: Is this Learning Environment Right for Us?– Interview Questionnaire Please write your responses below and then copy and paste the questions and your answers into the Week Four, Discussion 2 forum. Q1: Do you encourage visits from parents? A1: Q2: What do you expect from me as a parent? A2: Q3: How do you communicate with parents? Is there a regular newsletter or a notice board? Is there a daily report or another way you inform parents of what children did during the day (naps, bottles, BMs, etc.)? A3: Q4: Can you give examples of some of the toys and activities in your learning environment and explain how they are age-appropriate? A4: Q5: Can you please briefly describe your indoor and outdoor play areas, and explain how they ensure children can safely explore and develop physical skills? A5: Q6: What role, if any, does screen time have in your learning environment? A6: Q7: How do you comfort children? A7: Q8: In what ways specifically does your classroom foster cognitive, social, and emotional development? A8: Q9: How do you handle discipline or behavioral problems? For instance, how do you handle biting, hitting, or bullying situations? A9: Q10: How do you help children learn how to express themselves appropriately and encourage their good behavior? A10:Annual Theme 2011 / 323 Implications for Teacher Education Elizabeth Wadlington is Professor, Teaching and Learning, Southeastern Louisiana University, Hammond. Patrick Wadlington is Director of Research and Development, Birkman International.One theme revealed consistently through teacher education literature is that the quality of the classroom teacher is a critical factor in determining if a student receives a meaningful education (National Council for Accreditation of Teacher Education, 2002; National Reading Panel, 2000; Sanders & Horn, 1998; Wright, Horn, & Sanders, 1997). Moreover, the values and principles that guide professional conduct and development (i.e., dispositions) are just as critical to effective teaching as skills and knowledge. Dispositions are shaped by one’s attitudes and beliefs, which are deeply affected by individual personality traits or characteristics (Damon, 2005). In this article, we provide an overview of research regarding the effect that teachers’ dispositions have upon their teaching effectiveness, teaching style, job satisfaction, and other factors. We then describe our own research regarding the effects of dispositions upon teachers’ professional lives. Finally, we discuss implications for teacher education. Effects of Dispositions Teachers’ dispositions directly affect their effectiveness as educators. Rushton, Morgan, and Richard (2007) found that teachers who are extroverted, intuitive, feeling, and perceiving are more likely to be successful. These teachers tend to have energy, enthusiasm, creativity, and imagination, and students often feel that these teachers can help them deal with personal issues (Fairhurst & Fairhurst, 1995). An extroverted personality also may help teachers have healthy interactions with parents and administrators. Intuitive, empathic traits encourage a collaborative working environment with students in their classes. Additionally, perceiving characteristics encourage openness and flexibility. Often, these teachers are innovative problem- solvers (Rushton, Morgan, & Richard, 2007). Teaching style is also affected by teacher disposition. According to Heimlich and Norland (2002), teaching style is the interface between teachers’ beliefs and values and the behaviors that they incorporate in the teaching-learning exchange. Brown (2003) and Mills (2003) claim that students are usually more motivated and achieve higher goals if teachers’ styles are compatible with their learning styles (i.e., the way that individual students learn best). Therefore, it is important that teachers are aware of their teaching styles in order to make any necessary adjustments to their styles to fit the individual needs of their diverse student population. A growing body of evidence indicates that a correlation exists between dispositions and job satisfaction (Kokkinos, 2007; Teven, 2007; Thornton, Peltier, & Hill, 2005). Mood instability is a trait of teachers CAREER PLANNING STEP-BY-STEP A good career plan begins by answering 4 simple questions. Answer the following questions to begin creating a detailed & realistic career plan. BEGIN HERE: 01. What are the common steps that others have taken to prepare for the occupation I have chosen? Search LinkedIn and view prof iles of those in f ield Search Occupational Outlook Handbook to learn more about career paths and insights Consult with recruiters who hire people in your chosen f ield Talk with those who are in f ield already 02. What obstacles might be encountered as you attempt to reach your career goals? What resources can be used to overcome each obstacle? 03. How long should it take to complete each step identif ied in the f irst question? Assigning a start and end date to each step is a critical part of making sure that you are on track. Carefully consider how long each step should take and plan accordingly. 04. What step should I take f irst, second, third and so on to reach my ultimate career goal -- to land a position in my chosen f ield? To begin planning, start your Career Development Plan The University’s programs and services are designed to prepare students and graduates to pursue employment in their field of study or related field; however, the University does not guarantee that students or graduates will be placed in any particular position or employment. Any statistics referenced on the website and attributed to a source other than Ashford University have not been independently verified by Ashford University. Career Services abides by the principles of professional conduct set forth by the National Association of Colleges and Employers (NACE) https://www.linkedin.com https://www.bls.gov/ooh/ https://content.bridgepointeducation.com/curriculum/file/905a24a4-5be3-4ae7-a1e3-b6f2f1ccc212/1/Your_Development_Plan.pdfThe Case of Brain Science and Guided Play: A Developing Story BRENNA HASSINGER-DAS, KATHY HIRSH-PASEK, ROBERTA MICHNICK GOLINKOFF Ms. Elena’s Head Start classroom is filled with eager 3- and 4-year-olds. It’s center time, and the children have split into small groups. At one center, Ms. Elena has carefully selected play materials—including a barn, a chicken coop, and animal figurines—that reflect the story lines and specific vocabulary words from books she read aloud related to farm life as part of the class’s storybook theme of the week. While Ms. Elena looks on, Sara, Javon, and Ashish arrive at the center and immediately pick up the toys. They each choose a figurine and begin playing. Sara says to Javon, “I’ll be the cow!” Javon says, “Okay, then I’ll be the chicken. I’m going to go sleep in the coop. The cow should go sleep in the barn.” Ashish says, “Then I’ll be the horse, and I’ll go sleep in the barn too.” Together, the three children move their figurines to the coop and the barn while making mooing, clucking, and neighing sounds. Since coop was one of the week’s focus words, Ms. Elena joins in the children’s play, making sure that Sara and Ashish understand the word as well as Javon: “Sleeping in the coop sounds like a great idea, Javon! A coop is a house for chickens. Remember when we saw a coop on our field trip to Maple Farm? Javon, Sara, and Ashish, where do you think the chickens would live if we didn’t have a coop on the farm?” Ashish says, “I think they live in the barn!” Then Sara says, “Yes, they live in the barn, because it’s nice and warm inside there.” Ms. Elena says, “That sounds like a really good place for the chickens to live if we didn’t have a coop!” At this point, Ms. Elena steps back and the children take up a new direction for the play. She continues to listen for ways to build on the children’s interests and reinforce their weekly focus words during the session without interrupting their play. Why Play? Monkeys play. Dogs play. Rats play. Even octopuses play. And without any instruction, children of all races and genders, in all cultures of the world, invent and reinvent play in every generation. Something this ubiquitous must provide evolutionary advantages to both animals and humans. Decades of research suggest just that. In particular, free play and guided play—together known as playful learning—are pedagogical tools through which children can learn in joyful and conceptually rich ways, as is evident in the opening vignette. Brain science research in animals has left clues along a path that may begin to reveal play’s human biological underpinnings, but more research is needed to investigate why play promotes learning and development. From animal brains to children’s behavior Perhaps the most striking finding about play comes from research with animals in which play—specifically, rough and tumble play—has been shown to promote early brain development. When young rats play, their brains become primed to be morWeekly Food for Thought… [Pick a Date] Dear room 108 families Insert a brief introduction to play here… Insert a quote or saying about play here… Insert research about play being developmentally appropriate (and support it by citing it) here… Play in our classroom Provide specific examples of how you use play in your classroom here…. Insert a quote or saying that supports how you use play in your classroom here… Discuss how play is integrated into learning by showing how your above classroom examples of play specifically meet the needs of children in this age group (age 3) in each domain of development (include at least one example for each domain)… Your name here (you can also include a name for the Lead teacher)What Do Children Learn in a High-Quality Preschool Program? You are here HomeWhat Do Children Learn in a High-Quality Preschool Program? Development Your child continues to develop in many ways—physically, socially, emotionally, in language and literacy, and in thinking (cognitive) skills. Teachers support her in all of these areas. Physical development is the way your child moves her arms and legs (large motor skills) and her fingers and hands (small motor skills). Teachers help children learn these skills by offering different physical activities and equipment. Children run, jump, climb, throw, and catch. Using their hands, they explore materials like paints, playdough, puzzles, sand, and things to write with. By using their bodies actively both indoors and outdoors, children build healthy bones and muscles. Social development helps your child get along with others. Teachers work with children on respecting others and working together. By playing and learning together, children build their social skills, language skills, and self-control. With support from teachers, children learn to resolve conflicts that may come up during play. Emotional development lets your child understand his feelings and the feelings of others. Teachers help children recognize and manage their own feelings and behavior. They also teach children to show concern for others. To build your childs self-esteem, teachers encourage him to try new things and keep working at hard tasks. Language and literacy development helps your child understand and communicate through listening, talking, reading, and writing. These skills are all connected. Teachers help your child use her growing communication skills to learn new concepts. Thinking, or cognitive, skills develop as children learn to think more complexly, make decisions, and solve problems. As young children explore, ask questions, and create, they improve their thinking skills. Reflecting on and using information lets your child understand the world around him. The way children approach learning is also an important part of their thinking skills. For example, being able to focus or handle frustration helps him learn more easily. Teachers help preschoolers develop their thinking skills by · Providing interesting materials to use and plenty of time to explore them · Offering suggestions that encourage more complex play and thinking · Asking questions that stretch your childs thinking Early Learning Standards Every state has early learning standards that describe what children need to know and be able to do at a certain age. Teachers use these standards to balance what children need to learn with their knowledge of how children learn best. Subject Areas In high-quality preschools, teachers focus on all areas of learning. They pay attention to what children are interested in, and they plan themes or projects that help children expand their knowledge and skills in different areas. Children get a deeper understanding of a suA High-Quality Program for Your Toddler You are here Home A High-Quality Program for Your Toddler Your toddler is growing so quickly! Hes learning by touching, seeing, and exploring the world around him. Little by little, hell gain all the skills and knowledge he needs. All families want their children to be happy, healthy, and successful. High-quality toddler programs have the same goals. These programs are warm, caring places that support your child and respect your family. Teachers make sure that children are safe and ready to learn. They form close, trusting relationships with you and your child. You might have questions, like What goes on in a toddler program? or How do children learn when they cant say many words? This page is here to give you some of the answers. Youll find out how toddlers learn and develop, how teachers support their learning and development, and what a high-quality toddler program looks like. Lets get started! How Toddlers Develop and Learn Toddlers—children ages 16 to 36 months—learn a lot in a short time. Each child develops at a different rate, but there are practices that help all toddlers learn best. Through relationships with caring adults. Teachers help your child feel secure and important. They create strong, positive bonds with your toddler that help her gain confidence so she can explore and learn. Through active, hands-on play. Young children learn best when they can see, hear, taste, touch, and smell objects safely. Through exploration, they start to see how the world works and how to solve problems. By connecting new ideas and skills to what toddlers already know and can do. All of us learn best when we can link new information to what we already know. Teachers help toddlers do this so that they build knowledge. Teachers also connect learning to whatever your child is interested in, like balls, animals, or trucks! By exploring and making sense of their world. Toddlers need a lot of experiences with objects and interactions with people to begin understanding them. Play is an important way your toddler explores materials, tests ideas, and starts figuring out why something happens. With support from teachers. Working with toddlers involves so much more than caring for their physical needs. Some of the many ways teachers help toddlers develop and learn include · Asking questions to help children think more deeply about what theyre doing. · Encouraging children so theyll keep trying when they face a challenge. · Acknowledging childrens efforts: “You tried many times to stack three blocks, Anya!” · Providing information so toddlers learn new skills, how things work, and about the world around them. · Offering suggestions that help children try new things: “Edikan, using both hands to carry that basket might be easier than using just one hand.” · Adding small challenges to activities so that childrens skills keep growing. · Observing children to discover how they learn and what they know and enjoy.A High-Quality Program for Your Infant You are here Home A High-Quality Program for Your Infant Your baby coos and kicks when you speak softly to her. Her eyes follow your movements. With every interaction you have with your baby, her developing brain makes lots of new connections. Your baby might not use words to tell you that shes hungry or needs a diaper change, but she sure finds other ways—sometimes very loud ones!—to communicate. She makes sounds and moves her face and body to tell you how she feels. You might be thinking, She has so much to learn! But dont worry—little by little shell develop the skills and gain the knowledge she needs. In a high-quality infant program, caregivers help your infant grow up healthy and ready to learn new things. Caregivers make sure children are safe and comfortable. They create close, trusting relationships with infants and families. They understand how unique your child and family is, and they respect every familys culture. You probably have questions about whether a program is the best one for your child and your family. This brochure has a lot of information you can use to find the best place. Youll find out how infants learn and develop, how caregivers support their learning and development, and what you want to see in a high-quality program. Lets get started! How Infants Develop and Learn Infants—babies from birth to 18 months—learn so much in a short time. While each child develops at a different rate, here are some tried-and-true practices that help all infants learn best. Through relationships with caring adults. Its important for your child to have nurturing relationships with the adults who care for her. A primary (main) caregiver works with the same few babies. She gets to know them well and forms close relationships with them so the babies feel confident and secure. Through active, hands-on play. Grabbing plastic rings, rolling on a soft blanket, making a toy squeak—what fun! Babies look, smell, hear, taste, and touch their way to understanding the world around them. Moving around freely in a safe space, babies can reach and explore objects—a key to learning. Caregivers offer infants safe, interesting materials that spark their curiosity and invite babies to discover what they can do with their own bodies and with the things around them. By connecting new ideas to what babies already know and can do. All of us learn best when we can link new information to what we already know. Caregivers help babies do this so that they build knowledge. Caregivers also connect learning to whatever your child is interested in, whether thats wheels or music or faces! By exploring and making sense of their world. High-quality programs give infants plenty of time to play and explore. Babies need lots of experiences with objects and people to begin figuring them out. Caregivers help by telling babies the names of objects and describing what your child is doing. Over time, your infant begins to understaECE 205: Is this Learning Environment Right for Us?– Interview Questionnaire Please write your responses below and then copy and paste the questions and your answers into the Week Four, Discussion 2 forum. Q1: Do you encourage visits from parents? A1: Q2: What do you expect from me as a parent? A2: Q3: How do you communicate with parents? Is there a regular newsletter or a notice board? Is there a daily report or another way you inform parents of what children did during the day (naps, bottles, BMs, etc.)? A3: Q4: Can you give examples of some of the toys and activities in your learning environment and explain how they are age-appropriate? A4: Q5: Can you please briefly describe your indoor and outdoor play areas, and explain how they ensure children can safely explore and develop physical skills? A5: Q6: What role, if any, does screen time have in your learning environment? A6: Q7: How do you comfort children? A7: Q8: In what ways specifically does your classroom foster cognitive, social, and emotional development? A8: Q9: How do you handle discipline or behavioral problems? For instance, how do you handle biting, hitting, or bullying situations? A9: Q10: How do you help children learn how to express themselves appropriately and encourage their good behavior? A10:Annual Theme 2011 / 323 Implications for Teacher Education Elizabeth Wadlington is Professor, Teaching and Learning, Southeastern Louisiana University, Hammond. Patrick Wadlington is Director of Research and Development, Birkman International.One theme revealed consistently through teacher education literature is that the quality of the classroom teacher is a critical factor in determining if a student receives a meaningful education (National Council for Accreditation of Teacher Education, 2002; National Reading Panel, 2000; Sanders & Horn, 1998; Wright, Horn, & Sanders, 1997). Moreover, the values and principles that guide professional conduct and development (i.e., dispositions) are just as critical to effective teaching as skills and knowledge. Dispositions are shaped by one’s attitudes and beliefs, which are deeply affected by individual personality traits or characteristics (Damon, 2005). In this article, we provide an overview of research regarding the effect that teachers’ dispositions have upon their teaching effectiveness, teaching style, job satisfaction, and other factors. We then describe our own research regarding the effects of dispositions upon teachers’ professional lives. Finally, we discuss implications for teacher education. Effects of Dispositions Teachers’ dispositions directly affect their effectiveness as educators. Rushton, Morgan, and Richard (2007) found that teachers who are extroverted, intuitive, feeling, and perceiving are more likely to be successful. These teachers tend to have energy, enthusiasm, creativity, and imagination, and students often feel that these teachers can help them deal with personal issues (Fairhurst & Fairhurst, 1995). An extroverted personality also may help teachers have healthy interactions with parents and administrators. Intuitive, empathic traits encourage a collaborative working environment with students in their classes. Additionally, perceiving characteristics encourage openness and flexibility. Often, these teachers are innovative problem- solvers (Rushton, Morgan, & Richard, 2007). Teaching style is also affected by teacher disposition. According to Heimlich and Norland (2002), teaching style is the interface between teachers’ beliefs and values and the behaviors that they incorporate in the teaching-learning exchange. Brown (2003) and Mills (2003) claim that students are usually more motivated and achieve higher goals if teachers’ styles are compatible with their learning styles (i.e., the way that individual students learn best). Therefore, it is important that teachers are aware of their teaching styles in order to make any necessary adjustments to their styles to fit the individual needs of their diverse student population. A growing body of evidence indicates that a correlation exists between dispositions and job satisfaction (Kokkinos, 2007; Teven, 2007; Thornton, Peltier, & Hill, 2005). Mood instability is a trait of teachers