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lu03_assignment_new.docx
LU03Discussion.1.docx
lu03_handout_new_2.pdf
lu03_handout_new_1.pdf
lu03_lecture_new.pdf
lu03_assignment_new.docx
|
PSY 121: Developmental Psychology |
Learning Unit 3: Assignment |
SIDS: Facts, Myths, and Much More!
Go to the following website and read stories of infants who died from sudden infant death syndrome SIDS; http://sids-network.org/stories.htm. Then, using your textbook, the IHCC Library, LU03: Extra Go-To Resources handout, and scholarly sources answer the questions below in the format below by providing facts, myths causes, and lowering the risk regarding SIDS. Use correct grammar and conventions and add all references to the bottom of the page in correct APA formatting.
SIDS is (provide 5 facts about SIDS):
1.
2.
3.
4.
5.
SIDS is not (provide 3 myths about SIDS):
1.
2.
3.
Who is at risk for SIDS?
1.
2.
3.
4.
5.
6.
What causes SIDS?
1.
2.
3.
What can the parents and other caregivers do to lower the risk of SIDS?
1.
2.
3.
4.
What else should parents know about infant sleep?
1.
2.
When is SIDS Awareness Month in the United States?
What information about SIDS was insightful or stood out to you that you learned by completing this assignment?
References
© Deb Vos and Indian Hills Community College
Page 2 of 2
LU03Discussion.1.docx
3
LU03 Discussion
As a professional sports team CEO, ethics and law are crucial, but law should be considered first when making organizational decisions. This is because the law binds the rules that the organization must follow legally, and violating the law could result in serious consequences such as fines. When a CEO ensures legal compliance in their decision-making process, ethical consideration acts as a guide on how to operate within the law boundaries to ensure the decisions made respects all stakeholders, from athletes to fans and the community, including upholding fairness, and integrity.
Violating the law can have severe consequences for an organization such as legal penalties, and reputation damage, which could lead to loss of credibility and business, financial loss from the lawsuits, settlements or fines, and loss of partnerships and contracts. It may also affect the team or a player, as being involved in a legal violation could result in banning or suspending a player, thus affecting the team's morale and performance. On the other hand, if ethics are violated, the organization may lose public trust, from fans, patterns, and sponsors, who expect the team to act with integrity. It might also tarnish the brand image and rebuilding it might take a while. Ethical violations also can create a toxic work environment, leading to low employee/athlete morale and high turnover rates.
In the world of sports, there are many scenarios where laws and ethics have been violated. A general example is the FIFA corruption scandal. According to Panja & Draper (2022), several high-ranking officials within the FIFA organization were accused of being involved in illegal activities such as taking bribes, and money laundering, related to the World Cup hosting rights awarding. This is a clear violation of law as the official was charged with engaging in illegal activities, and the investigations led to their arrest. The actions also violated ethics as they undermined sports integrity, affecting the organization's credibility and culture. This could been handled through immediate transparency on the issues, leadership overhaul, setting stricter internal control and clear ethical guidelines, and making a restitution to rebuild trust.
References
Panja, T. & Draper, K. (2022). “U.S. Says FIFA Officials Were Bribed to Award World Cups to Russia and Qatar.” The New York Times. https://www.nytimes.com/2020/04/06/sports/soccer/qatar-and-russia-bribery-world-cup-fifa.html#
lu03_handout_new_2.pdf
PSY 121: Developmental Psychology Learning Unit 3: Handout
Page 1 of 1
Extra Go-2 Resources
Infant Brain Development: The Critical Intervention Point
Dr. Jill Stamm explains how the hard science of wiring the brain, and resulting cognitive processes, can
be translated into user-friendly information and practical strategies to influence her future capacity to
learn.
PBS, The Secret Life of the Brain: The Baby’s Brain
This five-part series reveals the fascinating processes involved in brain development across a lifetime.
This mini clip contains compelling episodes of the first part “The Baby’s Brain: Wider than the Sky” and
the second part “The Child’s Brain: Syllable from Sound.”
American SIDS Institute
Malnutrition
National Center on Shaken Baby Syndrome
Brain Connection: Infantile Amnesia
Child Development Institute: Language Development in Children
The 15 Most Common First Words
© Deb Vos and Indian Hills Community College
lu03_handout_new_1.pdf
PSY 121: Developmental Psychology Learning Unit 3: Handout
Page 1 of 2
Infancy & Toddlerhood Charts
Each child develops the same, but all children develop differently in their own time, making all
children unique!
Newborn Reflexes
Name of Reflex Response Developmental Course
Palmar Grasp Curl fingers around objects that touch the palm
Birth to about 4 months, when it is replaced by voluntary grasp.
Rooting Turn head and tongue toward stimulus when cheek is touched.
Disappears over 1st few weeks of life and is replaced by voluntary head movement.
Sucking Suck on objects placed into mouth.
Birth to about 6 months.
Moro (startle) Startle response in reaction to loud noise or sudden change in the position of the head, results in throwing out arms, aching the back, and bringing the arms together as if to grasp something.
Birth to about 5-7 months.
Babinski Fans and curls the toes in response to stroking the bottom of the foot.
Birth to about 8-12 months.
Stepping Makes stepping movements as if to walk when held upright with feet touching a flat surface.
Birth to about 2-3 months
Swimming Holds breath and moves arms and legs, as if to swim, when placed in water.
Birth to about 4-6 months.
Blinking Flask of light or puff if air, closes both eyes.
Life-long.
Tonic neck Infant placed on back, forms fists in both hands and usually turns head to the right (sometimes called “fencer’s pose” because the infant looks like it is assuming a fencer’s pose).
Birth to 2 months.
PSY 121: Developmental Psychology Learning Unit 3: Handout
Page 2 of 2
Motor Skills Timetable
Average Age Achieved Motor Skill
2 months Lifts head, holds head steady when held upright 3 months Pushes head and chest up with arms, rolls from
stomach to back. 4 months Grasps cube.
6 months Sits without support.
7 months Rolls from back to stomach, attempts crawling, uses opposite thumb to grasp objects.
8 months Achieves sitting position alone, pulls to stand. 9 months “Cruises” by holding on to furniture.
10 months Plays patty-cake.
11 months Stands alone.
12 months Walks alone. 14 months Builds tower with two cubes, scribbles.
17 months Walks up steps.
18 months Runs.
Language Milestones
Age Language Skill
2-3 months Cooing. 6 months Babbling.
1 year-13 months First word, holophrases.
16-24 months Vocabulary spurt, learn new words by fast mapping.
21 months Telegraphic speech. 21-30 months Syntax.
Santrock, J., (2022). Essentials of lifespan development (7th ed.). McGraw-Hill.
Kuther, T. (2023). Lifespan development: Lives in Context, 3rd ed. Sage.
© Deb Vos and Indian Hills Community College
lu03_lecture_new.pdf
PSY 121: Developmental Psychology Learning Unit 3: Lecture
Page 1 of 2
Fast Mapping, Naming Explosion, & Telegraphic Speech
Speaker: Deb Vos
By 13 months of age, children begin to quickly learn the meaning of new words and understand that
words correspond to particular things or events. Infants learn new words through fast mapping, a
process of quickly acquiring and retaining a word after hearing it applied a few times. At 18 months,
infants are more likely to lean a new word if both they and the speaker are attending to the new object
when the speaker introduces the new word. Two-year old’s have been shown to be able to learn a word
even after a brief exposure under vague conditions or after over hearing a speaker use the word when
talking to someone else. Between 24 to 30 months, infants can learn new words even when their
attention is distracted by other objects or events. Children’s knowledge and interests influence their
vocabulary development. They are more likely to learn words that are related to those they know and
label objects, actions, and events that they find interesting.
Fast mapping improves with age and accounts for vocabulary spurts, or naming explosion-a period of
rapid vocabulary learning that occurs between 16-24 months of age. During this period, infants apply
their word-learning strategies to learn multiple words of varying difficulty, seemingly at once. Within
weeks, a toddler may increase their vocabulary from 50 words to more than 400 words. Infants vary in
the speed of word acquisition, with some showing a rapid increase in vocabulary before others. In
addition, although fast mapping helps young children learn many new words, their own speech lags
behind what they can understand because young children have difficulty retrieving words from memory.
At about 21 months of age, or usually about 8 to 12 months after they say their first word, most children
compose their first simple two-word sentences, such as “Kitty come.” Telegraphic speech, like a
telegram, includes only a few essential words. Like other milestones in language development,
telegraphic speech is universal among toddlers. Children around the world use two-word phrases to
express themselves.
Language development follows a predictable path. Between 20 and 30 months of age, children begin to
follow the rules for forming sentences in a given language. Soon they become more comfortable with
using plurals, past tense, articles such as a or the, prepositions such as in and on, and conjunctions such
as and but. By 2 ½ years of age, children demonstrate an awareness of the communicative purpose of
speech and the importance of being understood.
Parents have many opportunities to facilitate their children’s language development. Some strategies
include:
• Be an active conversational partner by initiating conversation with your child.
• Narrate your daily activities to your child as you do them.
• Talk in a slowed-down pace and don’t worry about how you sound to other adults. This will help
your child detect words in the sea of sounds they experience.
PSY 121: Developmental Psychology Learning Unit 3: Lecture
Page 2 of 2
• Use parent-look and parent-gesture, and name what you are looking at. It also helps to point to
what you want them to look at, then name it.
• When you talk with infants and toddlers be simple, concrete, and repetitive. Use familiar words
often to help them remember the words.
• Play word games like peek-a-boo and pat-a-cake to help little ones learn words.
• Remember to listen to toddlers’ speech and try not to supply words and thoughts for them. Let
them express themselves.
• Expand and elaborate on their language abilities by asking open-ended questions and by
repeating and adding, or recasting their utterances.
Santrock, J., (2022). Essentials of lifespan development (7th ed.). McGraw-Hill.
Kuther, T. (2023). Lifespan development: Lives in Context, 3rd ed. Sage.
© Deb Vos and Indian Hills Community College
lu03_assignment_new.docx
|
PSY 121: Developmental Psychology |
Learning Unit 3: Assignment |
SIDS: Facts, Myths, and Much More!
Go to the following website and read stories of infants who died from sudden infant death syndrome SIDS; http://sids-network.org/stories.htm. Then, using your textbook, the IHCC Library, LU03: Extra Go-To Resources handout, and scholarly sources answer the questions below in the format below by providing facts, myths causes, and lowering the risk regarding SIDS. Use correct grammar and conventions and add all references to the bottom of the page in correct APA formatting.
SIDS is (provide 5 facts about SIDS):
1.
2.
3.
4.
5.
SIDS is not (provide 3 myths about SIDS):
1.
2.
3.
Who is at risk for SIDS?
1.
2.
3.
4.
5.
6.
What causes SIDS?
1.
2.
3.
What can the parents and other caregivers do to lower the risk of SIDS?
1.
2.
3.
4.
What else should parents know about infant sleep?
1.
2.
When is SIDS Awareness Month in the United States?
What information about SIDS was insightful or stood out to you that you learned by completing this assignment?
References
© Deb Vos and Indian Hills Community College
Page 2 of 2
LU03Discussion.1.docx
3
LU03 Discussion
As a professional sports team CEO, ethics and law are crucial, but law should be considered first when making organizational decisions. This is because the law binds the rules that the organization must follow legally, and violating the law could result in serious consequences such as fines. When a CEO ensures legal compliance in their decision-making process, ethical consideration acts as a guide on how to operate within the law boundaries to ensure the decisions made respects all stakeholders, from athletes to fans and the community, including upholding fairness, and integrity.
Violating the law can have severe consequences for an organization such as legal penalties, and reputation damage, which could lead to loss of credibility and business, financial loss from the lawsuits, settlements or fines, and loss of partnerships and contracts. It may also affect the team or a player, as being involved in a legal violation could result in banning or suspending a player, thus affecting the team's morale and performance. On the other hand, if ethics are violated, the organization may lose public trust, from fans, patterns, and sponsors, who expect the team to act with integrity. It might also tarnish the brand image and rebuilding it might take a while. Ethical violations also can create a toxic work environment, leading to low employee/athlete morale and high turnover rates.
In the world of sports, there are many scenarios where laws and ethics have been violated. A general example is the FIFA corruption scandal. According to Panja & Draper (2022), several high-ranking officials within the FIFA organization were accused of being involved in illegal activities such as taking bribes, and money laundering, related to the World Cup hosting rights awarding. This is a clear violation of law as the official was charged with engaging in illegal activities, and the investigations led to their arrest. The actions also violated ethics as they undermined sports integrity, affecting the organization's credibility and culture. This could been handled through immediate transparency on the issues, leadership overhaul, setting stricter internal control and clear ethical guidelines, and making a restitution to rebuild trust.
References
Panja, T. & Draper, K. (2022). “U.S. Says FIFA Officials Were Bribed to Award World Cups to Russia and Qatar.” The New York Times. https://www.nytimes.com/2020/04/06/sports/soccer/qatar-and-russia-bribery-world-cup-fifa.html#
lu03_handout_new_2.pdf
PSY 121: Developmental Psychology Learning Unit 3: Handout
Page 1 of 1
Extra Go-2 Resources
Infant Brain Development: The Critical Intervention Point
Dr. Jill Stamm explains how the hard science of wiring the brain, and resulting cognitive processes, can
be translated into user-friendly information and practical strategies to influence her future capacity to
learn.
PBS, The Secret Life of the Brain: The Baby’s Brain
This five-part series reveals the fascinating processes involved in brain development across a lifetime.
This mini clip contains compelling episodes of the first part “The Baby’s Brain: Wider than the Sky” and
the second part “The Child’s Brain: Syllable from Sound.”
American SIDS Institute
Malnutrition
National Center on Shaken Baby Syndrome
Brain Connection: Infantile Amnesia
Child Development Institute: Language Development in Children
The 15 Most Common First Words
© Deb Vos and Indian Hills Community College
lu03_handout_new_1.pdf
PSY 121: Developmental Psychology Learning Unit 3: Handout
Page 1 of 2
Infancy & Toddlerhood Charts
Each child develops the same, but all children develop differently in their own time, making all
children unique!
Newborn Reflexes
Name of Reflex Response Developmental Course
Palmar Grasp Curl fingers around objects that touch the palm
Birth to about 4 months, when it is replaced by voluntary grasp.
Rooting Turn head and tongue toward stimulus when cheek is touched.
Disappears over 1st few weeks of life and is replaced by voluntary head movement.
Sucking Suck on objects placed into mouth.
Birth to about 6 months.
Moro (startle) Startle response in reaction to loud noise or sudden change in the position of the head, results in throwing out arms, aching the back, and bringing the arms together as if to grasp something.
Birth to about 5-7 months.
Babinski Fans and curls the toes in response to stroking the bottom of the foot.
Birth to about 8-12 months.
Stepping Makes stepping movements as if to walk when held upright with feet touching a flat surface.
Birth to about 2-3 months
Swimming Holds breath and moves arms and legs, as if to swim, when placed in water.
Birth to about 4-6 months.
Blinking Flask of light or puff if air, closes both eyes.
Life-long.
Tonic neck Infant placed on back, forms fists in both hands and usually turns head to the right (sometimes called “fencer’s pose” because the infant looks like it is assuming a fencer’s pose).
Birth to 2 months.
PSY 121: Developmental Psychology Learning Unit 3: Handout
Page 2 of 2
Motor Skills Timetable
Average Age Achieved Motor Skill
2 months Lifts head, holds head steady when held upright 3 months Pushes head and chest up with arms, rolls from
stomach to back. 4 months Grasps cube.
6 months Sits without support.
7 months Rolls from back to stomach, attempts crawling, uses opposite thumb to grasp objects.
8 months Achieves sitting position alone, pulls to stand. 9 months “Cruises” by holding on to furniture.
10 months Plays patty-cake.
11 months Stands alone.
12 months Walks alone. 14 months Builds tower with two cubes, scribbles.
17 months Walks up steps.
18 months Runs.
Language Milestones
Age Language Skill
2-3 months Cooing. 6 months Babbling.
1 year-13 months First word, holophrases.
16-24 months Vocabulary spurt, learn new words by fast mapping.
21 months Telegraphic speech. 21-30 months Syntax.
Santrock, J., (2022). Essentials of lifespan development (7th ed.). McGraw-Hill.
Kuther, T. (2023). Lifespan development: Lives in Context, 3rd ed. Sage.
© Deb Vos and Indian Hills Community College
lu03_lecture_new.pdf
PSY 121: Developmental Psychology Learning Unit 3: Lecture
Page 1 of 2
Fast Mapping, Naming Explosion, & Telegraphic Speech
Speaker: Deb Vos
By 13 months of age, children begin to quickly learn the meaning of new words and understand that
words correspond to particular things or events. Infants learn new words through fast mapping, a
process of quickly acquiring and retaining a word after hearing it applied a few times. At 18 months,
infants are more likely to lean a new word if both they and the speaker are attending to the new object
when the speaker introduces the new word. Two-year old’s have been shown to be able to learn a word
even after a brief exposure under vague conditions or after over hearing a speaker use the word when
talking to someone else. Between 24 to 30 months, infants can learn new words even when their
attention is distracted by other objects or events. Children’s knowledge and interests influence their
vocabulary development. They are more likely to learn words that are related to those they know and
label objects, actions, and events that they find interesting.
Fast mapping improves with age and accounts for vocabulary spurts, or naming explosion-a period of
rapid vocabulary learning that occurs between 16-24 months of age. During this period, infants apply
their word-learning strategies to learn multiple words of varying difficulty, seemingly at once. Within
weeks, a toddler may increase their vocabulary from 50 words to more than 400 words. Infants vary in
the speed of word acquisition, with some showing a rapid increase in vocabulary before others. In
addition, although fast mapping helps young children learn many new words, their own speech lags
behind what they can understand because young children have difficulty retrieving words from memory.
At about 21 months of age, or usually about 8 to 12 months after they say their first word, most children
compose their first simple two-word sentences, such as “Kitty come.” Telegraphic speech, like a
telegram, includes only a few essential words. Like other milestones in language development,
telegraphic speech is universal among toddlers. Children around the world use two-word phrases to
express themselves.
Language development follows a predictable path. Between 20 and 30 months of age, children begin to
follow the rules for forming sentences in a given language. Soon they become more comfortable with
using plurals, past tense, articles such as a or the, prepositions such as in and on, and conjunctions such
as and but. By 2 ½ years of age, children demonstrate an awareness of the communicative purpose of
speech and the importance of being understood.
Parents have many opportunities to facilitate their children’s language development. Some strategies
include:
• Be an active conversational partner by initiating conversation with your child.
• Narrate your daily activities to your child as you do them.
• Talk in a slowed-down pace and don’t worry about how you sound to other adults. This will help
your child detect words in the sea of sounds they experience.
PSY 121: Developmental Psychology Learning Unit 3: Lecture
Page 2 of 2
• Use parent-look and parent-gesture, and name what you are looking at. It also helps to point to
what you want them to look at, then name it.
• When you talk with infants and toddlers be simple, concrete, and repetitive. Use familiar words
often to help them remember the words.
• Play word games like peek-a-boo and pat-a-cake to help little ones learn words.
• Remember to listen to toddlers’ speech and try not to supply words and thoughts for them. Let
them express themselves.
• Expand and elaborate on their language abilities by asking open-ended questions and by
repeating and adding, or recasting their utterances.
Santrock, J., (2022). Essentials of lifespan development (7th ed.). McGraw-Hill.
Kuther, T. (2023). Lifespan development: Lives in Context, 3rd ed. Sage.
© Deb Vos and Indian Hills Community College