Week 4 Application

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media player below.

Required Resources

Note: Please read/view the following Required Resources in the order indicated below. You are required to view only the segments of the CD-ROM that are indicated in the Learning Resources. Be aware that the developmental domains are referred to differently on the CD-ROM than they are in the course text (i.e., the biological realm is the same as the physical domain, and the psychosocial realm is the same as the social and emotional domain).

• Course Text: Discovering Child Development
• • Page 339: Late Childhood Development
  • Chapter 11: Physical Development and Health in Late Childhood
  • • Pages 341–356 (Read to "What Are the Health and Safety Concerns of Late Childhood?")
  • Chapter 12: Cognitive and Language Development in Late Childhood
  • • Pages 371–390 (Read from "Learning How to Learn" to "Students with Special Needs")
• CD-ROM: Development: Journey Through Childhood and Adolescence
• • Unit 7: Middle Childhood
  • • Video: The Educational Environment
    • Learning Launch: Middle Childhood: The Cognitive Realm: Piaget: Concrete Operations
• Online Reading: Excerpt from "What If All the Children in My Class Are White? Historical and Research Background" by Louise Derman-Sparks and Patricia G. Ramsey (PDF format)
  Derman-Sparks, L., & Ramsey, P. G. (2005, November). What if all the children in my class are white? Historical and research background. Beyond the Journal, Young Children on the Web. Retrieved August 7, 2006, from http://www.journal.naeyc.org/btj/200511/DermanSparksBTJ1105.pdf
  
  
• Course Text: Discovering Child Development
• • Chapter 13: Social and Emotional Development in Late Childhood
  • • Pages 403–438
• Online Reading: Week 4: Sum It Up (PDF format)
  From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin
  Published by Allyn and Bacon, Boston, MA. Copyright 2003 by Pearson Education. Used by permission of the publisher.

Media

• Video: Laureate Education (Producer). (2008). Child development: School-aged children [Video file]. Retrieved from https://class.waldenu.edu
  Note: The approximate length of this media piece is 5 minutes.
  
  In this media segment, you will observe children 6 to 10 years old in a mixed-age after-school program.
  Note: You will need to watch this media segment in order to complete your Application Assignment for this week.
   

Optional Resources

• Web Site: Centers for Disease Control and Prevention
• • Child Development: Middle Childhood (6–8 years old)
    http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.html
  • Child Development: Middle Childhood (9–11 years old)
    http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
    
    
• Web Site: Child Trends
  http://www.childtrends.org/
  
  
• Web Site: Child Trends DataBank: "Children in Poverty"
  http://childtrends.org/?indicators=children-in-poverty
  
  
• Web Article: "The Effects of Poverty on Children" by Jeanne Brooks-Gunn and Greg J. Duncan
  http://www.princeton.edu/futureofchildren/publications/docs/07_02_03.pdf
  This site, The Future of Children, is a collaboration of The Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution.
• Web Site: Tolerance.org
  Expert Q&A: Ages 6–12—Common questions about youth and prejudice
  http://www.tolerance.org/publication/common-questions-about-youth-and-prejudice
  
  
• Web Site: UnderstandingPrejudice.org
  http://www.understandingprejudice.org
  UnderstandingPrejudice.org was established in 2002 with funding from the National Science Foundation (Grant Number 9950517) and McGraw-Hill Higher Education. The purpose of the site is to offer educational resources and information on prejudice, discrimination, multiculturalism, and diversity, with the ultimate goal of reducing the level of intolerance and bias in contemporary society.
  

Application: Eye on Development, Part 1

Week 4: Observing School-Age Children 6 to 10 Years Old

This week, you will complete Part 1 of the Application Assignment for this course. The video segment you will view this week features children who range in age from 6 to 10 years old participating in a summer program at a child care center. Part 2, your assignment for next week, will involve learning more about these children through the expertise of the center director and the educational video host.

To complete this assignment:

Plan: Consider what you have learned about the development of children 6 to 10 years old. Click on the link below to download, print out, and review the document you will use to record your observations:

Week 4: Video Observation Guide

Observe: Watch the video segment and look for evidence of continuing development, such as enhanced fine- and gross-motor skills; expanded cognitive skills and evidence of reasoning associated with late childhood; new patterns in social interaction; and evidence of maturing emotional development. Record your descriptions of each on the Video Observation Guide. Again, your guidelines include:

• Watch the video as many times as you need. Take notes on what you observe.
• Use what you see and hear as evidence of physical, cognitive, and social-emotional development. Be mindful to only use the evidence you see rather than make any assumptions about a child. Factors you are not aware of, such as a child feeling tired or hungry, can influence the child's mood and behavior.
• Remember that despite similarities shared by children of various ages, each child is different and goes through the stages of development in his or her own way. Keep that uniqueness in mind as you observe each child in the video.
• Enjoy the segment. Use what you've learned this week to try to imagine the world through the eyes of a school-age child.

Reflect: Reflect on your observations by responding to the following:

• Describe at least three examples of evidence of continuing 1) physical development, 2) cognitive/language development, and 3) social-emotional development.
• Describe at least one example of how development in domains overlaps.
• Describe differences between school-age, 3- to 5-year-old, and infant and toddler development in each of the domains: physical, cognitive/language, and social-emotional.
• Explain at least one example of how your perception of development has changed or grown based on what you have learned this week and/or the video segment you viewed.

Submit: Write and submit a summary of your reflection. Cite specific examples from your observations and, if applicable, references to the Required Resources to support your thinking and ideas.

Assignment length: 1–2 pages