Ch-5 reflection

Chapter 5 Lecture-Lifespan

Based on your understanding of chapter 5 and the lecture video: Pick a state and try to find the number of children who are served by food insecurity programs.

 

Provide the link that was used.  

 

Tell me one fact that you found interesting in your search.

Tell, in your own words, why understanding why nutrition is so important in this age group.

Below is Lecture video Word file.

Hello, lifespan, we're dealing with a chapter five. I apologize for the delay, but I had some technical issue it technical issues with my laptop, so it just got it working today. A chakra five goes to the physical and cognitive development and early childhood. So we're gonna go through some of the physical, some of the cognitive language in early childhood education. The PowerPoint that's uploaded is going to have more of the chapter information in depth. I'm just going to basically pull out some of the things we're talking about, the physical changes. Your book goes through some of the biological changes as far as some of the help increase, help increase, some of the physical increase as far as size and weight. They also talk about some of the development of gross and fine motor skills. More fine tune l0, getting rid of some of the clumsiness. And during this time period that's expected because you're starting to see children start to engage a little bit more indifferent activities that are around them. Still little bit clumsy. But they sometimes show a fearlessness and engaging in activities because they have more physical control. They have were more muscular control to do specific activities. And so we go to the bottom. So it's gonna go basically in this order. I just mentioned some of the body growth, some of the height and weight, but also some of the motor development. I'm just some of the body fat I do want to highlight here the fat tissue and voice have more muscle tissue that's gonna be consistent through actually taught the course of life. Well, girls than young ladies than women have more fat tissue than men, which is then boys, young men and men. And when we talk about puberty, which is going to be in the later chapters, that's gonna be, that's gonna be, that's gonna play a role. And we expect to see development related to the beginning of puberty when we talk about fat versus non-fat. Which you'll also see by this bodyfat decline, is that some of them baby fat that people talk about with 12 Euros start to dissipate a little bit. Because to me more engaged and so they're burning a little bit more. So that tends to decline as well. Environmental experiences, your book makes a point that the two biggest influences on growth, that's gotta be nutrition and genetics. Genetics, I'm going to say it's nutrition and culture plays a role in what people tend to eat. Genetics plays a slight row. We talk about metabolic madmen metabolism or your, your, your MBR metabolic basal rate, which is going to be how you sustain a particular caloric and advantage. But a lot of times it's really about the culture you and in-country that influences what a person tends to eat. What they can entertain is healthy or not healthy foods and what you're gonna do with it. That the book talks little bit about the brain maturation, which is going to be a little bit more development in the prefrontal cortex mixture. You have some familiarity with bad. I'm going to focus some of my health, which is going to be some of the nutrition and exercise piece. We do talk about the eating habits and why it's important. This is not in your book, but I do like to talk about it just a smidgen. Because typically when we talk about America, for example, we are mostly a classified as a food secure nation. And typically when we talk about a food secure nation, that basically means that typically for about 88% of households, Americans don't have to think about, don't have to think about food. They don't have to worry about it. They don't have to think about balanced diet. Don't have to cut boot sizes at the cut me off shore. They they we eat a lot and so there's usually there's no issues. But there is a classification cod marshmallow were as someone who's done a with one or two other issues. And that marginalization is what we call food insecurity. So about 80% of people are what we classify as food secure and about 11% of what we classify as food insecure. And this is my son. He's going to see, can I get something to eat? So about 11% are reclassified as food-insecure. And that's just the idea that there's gotta be some issue with being able to obtain food. So when we talk about low, there's very low. So we talked about there's low food security and very low food security. And we talk about low food security, it'd be issues where people don't really worry that polluters running out. But there is a little bit more worry about having a balanced meal or having to cut a meal. And then when you deal with very low, you did it with individuals that are basically saying, you know what? You know, we don't even have enough food to eat today, there's gonna be a lost weight. Parents sacrificed eating for the children or the charges only male or would he going to be a free reduced lunch or sorry, free reduced breakfast or a lunch at school. Obviously, the Early Education Center, which the age range we're dealing with, foods that they're getting better. It's going to be primarily a lot of the food that they receive for that day. And so when you deal with America, you do realize that most individuals are food secure, but there's a large portion of the population that's dealing with some type of food and security. Some of the ways that we deal with food insecurity in America is that we have programs to help individuals that are dealing with low income, which tends to be the greatest link to food and security. So there's programs individually with low income to ensure that there is some availability and some type of healthy food as well. This is the USDA Food Nutrition Assistance expenditures. The biggest expenditure, of course, is going to be the Supplemental Nutrition Assistance Program. Will people think about things like food stamps? This is usually what they talk about, where someone gets an additional funding to help provide specific would items. Typically when people do bring politics in a play that was focused on that program. When you bring politics though the ideas like, well, you know, this person's work and why they should be able to know if they hadn't. They can't afford a certain type of food. They shouldn't have it or if they're not work or they shouldn't, why they go like, sorry, I've seen people complain or the food that people purchase if they're getting supplemental nutrition. So they buy space like you're buying steaks known in a welfare does not fair. I can't even afford that. But then a parliament is kind of like, well, technically I'm, I'm not buying stakes. I got ten not to buy stakes myself. But I have the capability to. So if someone who actually doesn't have the financial ability is able to buy a high protein product, then I'm not going to be to, to better shape. I will say that sometimes it's based on the area that you're in. So for example, the Missouri, you might And Missouri, seafood is not necessarily a staple, but if you're to say Maryland or in Maine where seafood is a staple, then why would, wouldn't be upset that someone's buying fish or shrimp when it's a staple. If I'm in, if I'm if I'm in the Midwest are on this. Let's say Texas or Oklahoma. Kansas predominant can recombinantly Oklahoma and Texas were steaks are bigger part of the protein diet. While I said that someone's buying literally what's culturally acceptable and that particular state, I'm not going to be upset about that. But usually what happens is people highlight the extreme cases where someone isn't working but they have, you know, for $500. But there's also the extreme case that people focus on. The fact that ended typically most aren't getting them, mostly getting anywhere from a 170 to 200 as a supplement to what they what they actually spend on groceries. And as you do for a month. So for family of four has a 150 bucks extra for a month. That's really not a lot for for people. But I digress. So the way, the reason that we don't know, the reason that the way that we try and deal with some food and security in America, because by having programs such as snap and S for a healthy eating, we do also have like a whip Program, which is for women and had been children, the National School Lunch Program. So different programs where people can obtain and school settings, lunches. And usually you get that in areas that are dealing with a lot or increase areas of poverty. And the District where I live in St. Louis is a Ferguson fluorescence go a district that they get, they get aid and grants to provide lunches for a 100% of the students who see that expanded and other areas. Back to snap. Just one thing for people to realize that actually for that you can also buy seeds. So you can actually buy seeds to grow food as well. And then w6 is probably here for women, infants, and children. So it's primarily goes to the woman and allows her to get an education piece, but also by, you know, like fruits and juices, milk, things like that. You can do a petition if, if it's not a mother, but say a grandmother. But you could also get a petition if you're the custodial father as well. But that's how we deal with food and security. Worldwide. Obviously, the issue is large where people live, you don't have enough food. And by definition, there's just more we could do. Another issue that we deal with America, which is slightly different is when we deal with the lack of foo, which is food and security, we also had the food security issue in some data we have the overweight and obesity issue, which can lead to Bob broader and more problematic issues. The study that they use, which is talking about us as the second highest rate, they use 40 plus countries and I think I don't wanna say it was Mexico, but it was a country, I believe in South America that was number one. But I usually don't focus too much on where we rank with childhood obesity because it varies depending on what measure using and which countries you put on as part of your measurement. For us, our body mass index. But they tend to use, and at this age, race or use percentiles when you get older, they pretend houses basically saying, you know, 50%, 70, 85% percent. So my eighty-five percent were saying that you weigh more than 85% of the population. So you within the top 15%. When you get older, they'll use a BMI, which is basically based on its still, they'll use. A height weight measure of division, and then it's going to give you a number. So you, your body mass index is 27 and everybody at Medicine X is 28. So it's a little bit different with children and even up to adolescence because the body changes so much. So you're not going to use that. There's a slight correction to the book because your book is using April weight. Your books saying obesity's anything over 97 percentile, but obesity is over anything over the 95th percentile or waste being 85 to 95 percentile, which is basically pretty much larger than most of the population. And we didn't realize that because of the lifestyle that we tend to have that increases overweight, over, over whiteness. That tends to increase what we classified as obese or being overweight. So they focus on watching television, but get us a sedentary lifestyle. This is just the interesting pig, a flip phone, but you didn't want to do good or that are basically on overweight or dealing with obesity. So when we talk about obesity, the ideas like how did we encourage proper eating? And so there are things that we can do to influence a child's eating behavior. First thing you wanna do is try and eat out in a predictable schedule. When you eat an unpredictable schedule, it actually tries the body on Wednesday. This is turning into some weird nutrition glass and I'm sorry. But what happens when you eat unpredictable schedule going back to classical conditioning and Intro Psychology, you start to train the body to actually become hungry at specific times throughout the day. Schools are actually good about this. When they put this, they didn't know they have a lunch scheduler and so on a bill, as long as it's consistent that 1111111111, what happens is your body gets trained to be proud to expect particular food at that time. We eat at seven in the morning, 11 and I guess I was late afternoon, morning or early afternoon. Have this negative three, eat dinner at six, your body becomes predictably hungry that those certain times, which can then drive healthy eating, which reduces the chance of obesity when you have an unpredictable schedule than your body doesn't quite know when it's going to eat. And that can drive a lot of snacking behavior and a lot of snacking on high fat foods, to be honest with you. And so that's what happens when someone's done it with say, working a second or third shift and they might be picking up their child at the end of the beginning of a third shift so that they'd been working on overnight shifts or they pick the child up and because they themselves are tired, they're gonna grab something real fast. So then that child's eating their dinner at 430 or five. The next day you might be off, so the child's going to not eat dinner at seven o'clock or six o'clock. I know a family now that sometimes they eat if by sometimes they eat at seven, sometimes they eat at eight, there's no real predictable time, which increases the chance of unhealthy eating because literally your body's like, I don't know one of my eats I need to keep on snack it and we snack on like high-fat stuff. Motto, eating healthy food, which of course, eating things that some people say this also helps with reducing picky behavior. But you're eating foods that show the child would healthy eating is like so when you eat it, the child is more likely to eat it. And then actually starts when you're younger. Mealtimes are pleasant, so that's good conversation. good conversation. You're eating slower. One of the, one of there is a weight plan, a weight management plan that focuses on eating slow. So eating a like 15 minutes, taking a break and, and, and taking another 15 minutes they eat. And the idea is that you're eating slow. You're engaging in conversation, but you're not making it a rushed occasion. And the more you rush things, the more likely you are to be hungry later. And so if you take a little bit slower partaking in tasting the food and to its essence, it becomes a pleasurable thing. And the other thing I wanna do is engage in feeding styles. And typically you don't want to have a restrictive feeding style where you treat, where children learn to treat food as some type of punishment or some type of pleasure. Again, it's a little bit difficult because one of the things that we do when we raised Children's, we use food as a way to guide behavior. So if you don't do this right, you're gonna lose this desert are going to lose this snack or you're going to lose this ice cream. So you start to use food as this thing that's about Madison's trying to sneak around up here. So you know, you haven't tried to use food as a way of rewarding or punishing people. And we don't want to use food as that. Some people say I use food not really as a pleasurable thing, that's just something that I need and that's one way to look at it. I have these two examples up here. What's not healthy food? On the upper right, which looks like it's in a tab. That's actually tellings or port Sheldon's, which is basically pig intestine. And so it's a southern delicacy, southern delight. And so it's southern comfort food is someone I'd say. And so what happens is my parents were Mississippi born and raised. They grew up eating that and they tried to introduce that to me, but I will say the smell of it is something that is unworldly. So my body said I'm not going to eat them on. My sister loves it and they just put hot sauce on and you're good to go and not really helping. On the other side, it's fried. And typically for America we say that anything is fried Good. But these are rocky mount oysters, which basically did their testicles to fry testicles. You can put them at dipping sauce and I'm not going to say how good or how bad testicles may taste. But I know when you fried things, you're not being healthy. But these are some of the things that we can do to reduce obesity and encourage healthy eating habits. The other thing that we can do is encourage students to gauge exercise. If a child isn't an early education center, usually this is a too big this isn't too big of a problem because like in Missouri, for licencing purposes for an early lead Early Education Center or learning center. Physical activity is required to be a part of the curriculum. And that would include both outside and inside time. And so for younger children getting that 15 minutes per hour, it's not as difficult. When you deal with the Learning Center that's going to be focusing more on getting children ready for like a pre-K curriculum or kindergarten curriculum, which is actually part of the discussion board. You know, if you start to focus a little bit on that, that sometimes they may be sitting too long in one spot when they're four years old. And so that's not always a good thing. But typically three hours a day isn't that hard for a child to get. We have to go for physical development. And now we're going to do with the cognitive growth. Typically with cognitive growth, you gotta focus on Piaget Mughal Cki. I won't highlight that when we think about cognitive development, the book gives you Piaget the good Vygotskian and give you information processing model, which you want to think about. It is not that these three theories are in competition with each other, but that these three theories are, are they can compliment each other and they can build off each other. So when we talk about how children tend to interpret things are perceived things, you can actually use all three theories and combination. You don't wanna go with. It's either this or this or that, which is kind of what happened with the temperament. Because with the reflection, I said, choose one that you think describes you better. And because of the way I phrased it, it turned into this one's better than that one. Instead of looking at it like we're both there all but three theories that you talked about regarding temperament are dealing with temperament and a slightly different way. And so were once focusing on emotionality or activity level or sociability. One is focusing more on which we classify sinus inhibition or your ability to control how you respond to things and then your ability to be engaged in which is going to be the more the effort for control. So it's not against. The cognitive theories aren't against. There are variations in them. They do work together to give us a more holistic or full picture of our cognitive growth. So Piaget's first, he goes to his preoperational stages. And you gotta remember that first stage of the sensorimotor, which is combining sensory motor ability. Now during the pre-operational stage, which I just talked to represent the world of words and images. And typically when they start to see that a letter means something, then the idea there's this dotted recognized that the world is, the world is out there. There's, there's meaning and being. So when you start to recognize that this letter represents the letter a and it's in my NAICS, my name is Adam, then that suggests pre-operational stage. But there are still dominated by a lot of egocentrism and magical beliefs for that day that things work and some fantastical way which matches how they think about the world. So Piaget would say they wanted to be logical thinkers, but they're don't quite have the ability to be illogical. So they try to make sense of the world in a way that makes sense to them. It's called preoperational because they can perform, we call them reversible mental actions, which you're going to highlight here shortly. There are two sub stages. And cognitive in pre-operational stage is the symbolic swim stage, which is representing an object that is not present. So they can start to imagine a rocket ship that can imagine a car, that can imagine a cat that can imagine those things and then play with them. You can psi, psi kinda see where they take an object like a pen and a payment comes a rocket or a light saber. Disappearing Trump foam. So they're making this thing represent months about things. They are limited because they are egocentric, which means they only have their view. And then your book talks about when a child answers the phone or they nod when they get asked a question, even though somebody can't see them through the bone. That is egocentrism. Animism is the idea that things think and do things because they themselves are a thinker and a doer. And so if you're what the child send might be following meal, Mommy, the sun is following me. Who, how come the clouds are said? Who, how come the clouds are said? What do you mean? They're set to cry eating, so they're giving clouds, right? It's anthropomorphism is like they're given these clouds, like living things. But they're not, right. But it's okay because we kind of encourage it. When you do cartoons, when you Disney's oh man. Like everything a Disney universe talks. Salt and pepper shakers talk. I just did a Blue's Clues reference there. But, you know, in Beauty and the Beast, everything talks and syntactic. All these things are talking. And so why would the child believe that a cup COGS rod has feelings? Don't hurt the rack. I was at the mall, the precoded and this little girl was walking. And this Paris, you had a person that was too big for her and again, he gets it, mimicking her mother and the pers cap hit in the back of her leg. And so she's asked her mom, she's like getting mad and mom's like What's wrong? It's like the person's unlike me and my mom's like, why why do you say they'd like the purse keeps hitting me. And so the mom step because, you know, the person have billing. So the physics just person motion hit the back of your leg, like that's what that is. But you don't have 0s physics for the 4-year-old. And so you say no, no, no, the person likes you. They she just wants to be closer to you. So you have to, you have to pull the striped pattern keeper close to you. To mostly be close. Jihad animism. The intuitive, intuitive deaf days, the intuitive steps sub stage. I'm going to pause for a second. Sorry, I'm either looking for food, alright? And so the intuitive thoughts upstage the children and trying to ask questions to help the world makes sense to them. And this is like the, this is, this is, this is why, why, why, like why is it raining? Why is this knowing where are we going? Why there's suddenly this, why is this caused me that? Why do we do this? Why outcome, mommy, how come Daddy, why, how come why, why, why, why, why, why, why, why, why, why? And you're like, oh my gosh, if you say y one more time, but you're the patient parent, your response truly is like, well, you know what? Let me explain it to my I remember I was driving and so my son asked one day, why is it why is it, why is it raining? Right? Now there's a water cycle explanation. Why is writing? Alright? And so when I cut my gosh, he wasn't all about the water cycle. The water cycle. Right? So said weizza raining and so I'm like, oh man. Well son, what happens is that there's water on the ground and do a process because the sun is so hot in the ground becomes a process called evaporation. And evaporation allows them, right? My wife, like no, it's crying because God is sad. And I was like because I knew When you say that he has to make the he has to make it make sense to me. I was going to confuse him with the science, so he was stopped asking the questions. She came with me, God said, which he understands, sad, but that led some more questions. Will wise got sad and I'm like, yeah, my law, It's got sad. And then she was like, well, you know, sometimes people do things in the work that may come sad. But then my son has also egocentric. So then he says, What did I do something that's like, yeah, did he do something? Moles like No, he didn't do something. My son well, then HOCl me said I didn't do anything. If I didn't do anything, he should be smiling. Y z crying. I didn't do anything as I get. Why is he crying? Because nobody would do anything wasn't well, sometimes it's not about what you did. But, but, but, but but, but, but but well, sometimes can I make I smile? It's like, yeah, can you make us bow? Well, you can. Well, how can we still climbing then you said I can make him smile? Yes. How come he still cry that you said it can make him smile? Well, what happens is that not I could do is sit back and relax and watch what happened because you have to make sense. He has to make sense to him. And they ask about a different questions to just try to make sense of the word say him. It's like sometimes you can say something that makes 0 sense, but to them it makes sense that though, then you're there, you're done. Like How come it's crying. You know what the Tooth Fairy the Tooth Fairy to getting teeth last night. So not wedded to the cloud. The cloud fares to start crying because they're all sad. Okay. Me like, oh gosh, sometimes it is that simple. Two of the issues with this intuitives thoughts stub stays with the concentration, which is basically focus on one characteristic, ignoring all others. And actually conservation is an example of centration where a child isn't recognized that when you change the appearance of something, it actually changed what it is because they're so centered and focused on one particular aspect of something. We talked about centration. Sometimes it was like if something is supposed to be a happy time to understand that people can also be sad. And so because they're centered on one particular emotion, they don't realize that you can be both at the same time. Your book talks a little about conservation, where you change the appearance of something because they're so focused on that thing, they ignore everything else. And so a lot of the different examples of conservation and there actually is in your interactive, There's like a ten minute video that describes or talks about conservation. They do conservation of liquids and they do conservation of number. And I did that. When should you get fixated and stuck on something and then you change the appearance, it gets confusing for them. If you ever have, you ever have, you know, like it's like if you take an apple and cut it in half, it's still one app with us in two parts, but a child sees two different things. So in their mind that like somebody who might be getting more so than they might be upset because he has more. Then I hit bore, which is actually an example that your book uses. And so what you have to do is make sure that children, especially in a church and they have the same appearance as far as number of things. Because for them, if you change it, then you giving someone more even though it's like, well no, I didn't. Data getting more, just cut it into more pieces. Well now they have more Apple. They don't have more apple. And you're not going to win an argument with that age group, right? It says cognitive, that's Piaget's idea that children go to this preoperational stage. Symbolic intuitive sub-stages that they're trying to become logical, but they just aren't. Vygotsky, he's more of a social constructivist which suggests that people, or should you learn better. And it's really not the stage theory of asking questions and being limited by conservation, being limited by centration or animism, egocentrism, and even more progress on shooting ones who learn by engaging in the society around them. And as long as the society around them as encouraging the child that they can then learn adding fro, right? And so he came up with idea when he caught the zone of proximal development and their zone of proximal development because I did this in Child Psych and I felt like I talked about this a little bit in chapter one. This might sound very similar because I get confused on which example I use for which class until we get to later. But there's not Approximate Development for Piaget is just simply saying there's a lower level that child could do by themselves and then an upper level, which is what a child can do as long as they have help from some guided other, some expert at something. And that expert could be an adults, it could be a teacher who's an adult. It could be, you know, another, another child who's older, who knows more about a particular task. But the idea is that the child has an upper and lower limit, this potential that they can reach as long as there's help. Anything above anything above the upper limit of this arrow is beyond the child's ability. So technically there also has to be this adaptation. So it's children learn and acquire more. It keeps changing the limit of what they do. And so if I want to teach a child, say reading something, I can't teach a child who doesn't recognize what the letters that the letters or symbols, I can't teach them anything because that's well beyond the upper limit. But once they recognized that a v, Once I recognize that c a t is a word that spells cat, and that's cat. And they can do that by themselves. So they start ring. They might start reading Dr. Seuss books because it can read those rhyming phrases by themselves. They could do that relatively. Okay, that's the lower limit. But then I'm going to say I'm going to introduce them to say, you know, Peggy and Gerald, I'm sorry, picking elephant books, which might be another level. And so there might be some words that are unfamiliar to them, but I know they can read it because they recognize some of the words from the Cat in the Hat. So the pig and editing books might be at the upper limit that they need help with scaffolding. Once they mastered the picking elephant books, they might introduce bad kid e-books, which is another level. And so sometimes when people talk about reading, there's, there's levels and reading are those levels and math. And if you go to like a target or like a bookstore, you'll see though you, so they'll have books for kids like level one, Pk, Pk pretty communicating on that like level one, bugs and level two, level three, they're telling you that your child is, has achieved this lower level, level one, this should be read or start to read level two books with some help. Once they master level two books to level two books become the lower limit. The upper limit becomes Level three books. But you don't go from level one hears level. Here's like, you don't go from this for pre-K to eighth grade, like that's just beyond. And so Vigotsky suggest that we help and guide children along. Your book goes through comparisons is kind of important. No, I do stress that with language for Vygotsky was very, very important and for Piaget was a little bit minor some of the issues that he had with his theory of limitations that children can do more than he said. But that's a story for another day. Information processing is a third idea that focuses less on our ability to acquire logically, interact, logically Piaget, or interact socially. Basically telling you how the, how our brain is working to, to, to make use and understand the environment. So it's not so much based on socially guided participation. How can we help them is more, it would make this, to make it work with other theories. It wouldn't focus on got a participation or scaffolding as much and focus on when contusion pay attention to that. You can teach them something that they're going to giving you a lot of the, the internal processes are internal workings. So if I want to believe that Piaget says that children are limited largely because they're very egocentric. This is not going to be focusing on egocentrism. I just focuses on, well, because their egocentric, This is what they are able to pay attention to. Like. They are limited in this particular area because they don't have the ability to be more complex with their tents and thinking abilities. Now once they have that ability, they should be less egocentric. But, you know, Piaget Do your thing. We're just telling you that children don't have a lot of control on what they're focusing on. That's what we're telling you. Typically there's a differences. They talked about executives attention, executive attention, and then sustain attention, sustained attention debate to focus on things that are focused on a particular task. So again, you see that in the classroom setting or working with kids, that they're looking at something in ideas like what can I do with that information? What you also see what a call control of attention. Children focus on things that are salient, which means they focus on things that are important to them versus things that are relevant. And relevance is focusing on things that are actually more important in that environment or the situation. So sometimes children get lost and focusing on, wow, look at the brightly colored balloons burst. It's not, it's not the fact that you saw Bradley kinda balloons, but I need you to pay attention to how many blues there were or pay attention to the person that was there. And that's salient versus relevant. They sometimes have issues like as an adult when you're in a classroom. When we go back to school. And even in high school or any school setting, like a teacher might write something on the board and then they say something. And so then you're stuck because you're trying to figure out what's most say. You're trying to figure out, you know, the saliency meaning what's most important to me versus what's relevant meaning what's actually going to be on a test or what does he want me to know? And so like if a teacher talks and the same kind of it's a PowerPoint going on. People's attention. The salient is the powerpoint. But they could be missing the relevant information is being spoken in so you get stuck like okay, PowerPoint is most stating it. That's what I think is most important, but that might not be what's most relevant, which is what the person is actually saying. And so that's where you get the idea for children. They focus on what's salient versus what's relevant. And they have some time telling the difference between what's actually important. The other thing is that was the plan for this. Like, this is a task you could give a child like, what's the difference between the two bunnies? As an adult, you can look at this in a systematic order. You lookup rabbits, you'd get it from the tail, I'm sorry, for the ears down to the feet. And that's a plan of action. You're going to compare ears, head, neck, body beat. But children, they'll miss the difference because they know I foot here. So it's an all kinds of different spots because they don't always have the ability to, to be focused and their plan for this. Because of executive attention is sustained attention as well as salient and relevant. Relevant. We have the question of how accurate our children's long-term memories and your book goes and touches the Liberal Age differences and how this variations and suggestibility and techniques could produce distortions. But I just highlight that typically when you talk about the interviewing techniques, you have berries waste, you could ask specific questions which can lead to church and give you accurate information or accurate information. And so typically when you talk to children, if you give them an opportunity to ask them a free recall question, Tell me about your day. The less likely to be suggested What a member, because they don't have to add content. And they're basically going to tell you what they literally remember. Once they tell you what they did that day, you can ask an open-ended question, which means pulling it from whatever they just said. You could ask them a very specific question. What you do today. Oh my gosh. We went outside and we went on the slide and then we went inside. Open-ended question. Oh, you went on the slide? Yes. Well, who did you play with on the slide? I'm given the opportunity to answer the question. I'm not suggesting anything there that you were on the slide. We actually I disagree because said you play with someone. And when I ask I could ask you play it on the slide. Yes. If I ask a child, who did you play with on the slide, suggestive questions because it implies that they play with someone and you might get a lie that way. So if I wanted to play with them on the slide, I can ask them an open-ended question so you know what a savvy panel slide. I can ask them a question though. So today you pay on the slide. Yes. I can give them an open ended which can be suggestive, such as, Who did you play with on the slide? Or I could give an open-ended it says he played the slide. Tell me about playing on the slide. Did you play games on the side? Oh yeah, I played this game, this game, this game, this game, and I pay with someone so or I can give them the option posing. Now. So you plan the slide? Yes. So did you play a game or did did you play with your friends or did you play by yourself? That's option posing. Did you play with your friends and you play by yourself? Did you play a game or did you just slide down? Did you do this? Did you do that? And that's going to fine tune that particular memory for something. I won't say that it can also be problematic if you give the child an option that isn't a truthful option. And so children wills, embellish and make up something and then were reinforced that memory later if they think that they had to answer based on what you gave them. So right now in St. So right now in St. Louis, it's snowing. But if I asked a child, Is it raining outside or or is it Is it raining outside or is it sunny? The Charles I was not writing assignment is not steady, but you only gave me those two choices, so I had to pick one. It's rainy. Yet is writing good job. You've forced an option that wasn't really an option as an adult or someone says it raining or sunny and don't say, well, it's snowing and it's light out. I mean, the sun is out. But because of the clouds, we can't see it. I can add to that as an adult, but children might not. And then suggestive questions which is basically like where you are in school to Dan, No, you play on the slide. Who did you hit? And the channels like I didn't know anything about it. When you hit someone on the slide, it's okay. You can tell me what they're going to tell you something. The book then talks about some of the cognitive changes they go through executive functions. Some of this is based on longer-term research, but there's just identifying when a child is able to start actually thinking more about the processes. And we're going to link this to theory of mind in the next chapter. The goal do more than development advances. And this is all gonna relate to the early childcare centers. The book talks about Ciao centered, this delta teacher focus. They were talking about the Montessori approach. So make sure you read that information as well. I am going to have a reflection crashed and I do apologize for the stories on this one, but I do thank you for watching. I will upload the full PowerPoint, Makes you read more about the variations in early childhood education. And thank you for watching this particular chapter.