Child dev | Reading homework help
child Dev deefer- 3 months ago
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Part A Writing Assignment 1 Speak with two parents of young children who are of distinctly different cultural groups in your class or in your neighborhood. I encourage you to ask questions about what children are like and how they should be educated. The following questions might be considered: What learning and behaviors should be expected of children ages birth through age 2? What should teachers do to ensure that children are learning? What should classrooms for these the age groups be like? Take your notes from both interviews and write a one page summary reflection on the questions below: How were the two parents' answers different? How were they alike? Which sources of information does the adult use to answer these questions? For example, does this adult rely on research? On systematic observation? On personal opinion? To what degree do answers reflect family background, culture, or other life experiences? For example, does this adult rely on beliefs passed down from parents or other family members? Does this adult refer to conditions in the neighborhood or community that influence thinking about children? What can you conclude about cultural differences in parenting beliefs and practices? In your summary reflection include a paragraph about what you learned and how the information will impact you as a teacher or as you work with young children. Use Chapter 1 in your book to validate you Part B "Most scholars agree that there is a constant interplay between nature (heredity) and nurture (the environment). It is difficult to isolate the root of any single characteristic as a result solely of nature or nurture, and most scholars believe that even determining the extent to which nature or nurture impacts a human feature is difficult to answer. In fact, almost all human features are polygenic (a result of many genes) and multifactorial (a result of many factors, both genetic and environmental). It’s as if one’s genetic make-up sets up a range of possibilities, which may or may not be realized depending upon one’s environmental experiences... This bidirectional interplay between nature and nurture is the epigenetic frameworkLinks to an external site., which suggests that the environment can affect the expression of genes just as genetic predispositions can impact a person’s potentials. And environmental circumstances can trigger symptoms of a genetic disorder." Now, let's think about children who live in stressful or at risk environments and how that may affect their development, health and behavior. You should think about equity issues in this conversation as well. What about the affect of poverty on a child's development. Think about access to good nutrition for children (access to good food (food deserts), quality child care)? What about environmental risks - exposure to smoke, lead, etc.? How can we help children develop to their full potential? Post a link to an article, journal, or YouTube video that relates to poverty in children from birth to age two. Part C The author states, "Family-centered care is based on certain assumptions about families" and this is thinking is based on the following Parent Assumptions by Dr. TB Brazelton: · All people are basically good. · All people have strengths. · All people have different but equally important skills, abilities, and knowledge. · All people need support and encouragement. · All families have hopes, dreams, and wishes for their children. · Families are resourceful, but all families do not have equal access to resources. · Families should be assisted in ways that help them maintain their dignity and hope. · Families should be equal partners in their relationship with service providers. (Iowa Script team 2004) In this forum, I'd like you to discuss whether or not you agree with the above assumptions. How can these assumptions inform and guide us on how we interact with the families of the children in our care? When is it challenging? What might stop you from seeing all families this way? Part D Part 1 Once Upon A Time Once upon a time a child came into the world in the usual way. She grew and learned in the usual ways. She asked many questions, explored, and learned something new every day. Every day brought something exciting and wondrous. She tried out everything in her own unique way, in her own time, at her own pace. Everyone loved her for it, just the way she was. Adventure was around every corner. A shoe box was a funny hat, a big brown dog, a doll house, a hiding place for toys. Her shoe was a soft hammer, a doll’s hat, a bone for the dog. Learning to use crayons, she made skies in so many beautiful colors: red, blue, and green. Then she grew up and went to school. Everything seemed the same, but everything was different. She still learned something new each day. She learned that she asked too many questions. She learned every day that doing things in her own time and in her own way didn’t fit the schedule. She learned that she shouldn’t play with blocks outside of the block corner. Blocks were for building. And skies are always blue. And she lived less creatively ever after.