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Week 2 - Discussion

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Child and Adolescent Safety Statistics

Prior to completing this discussion, please read chapters 5 and 6 in the textbook (Links to an external site.)Links to an external site. and review any relevant Instructor Guidance. You may be interested in viewing the interactive infographic within Module 6 to learn more about specific safety statistics.

For this minimum 300 word post, you will analyze the major themes of Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the domain of physical development, specifically safety.

Think about and comment on how child and adolescent safety regulations have changed over the past few decades.

Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up.

Then, search the internet for credible sources and find other scholarly articles from the Ashford University Library (Links to an external site.)Links to an external site. website.

Choose and report on three statistics specifically related to child and adolescent safety from this current decade (2010-present) within each of the three stages of infancy/toddlerhood, childhood, and adolescence. In other words, you will have one unique statistic for each of the three stages.

Throughout your post, demonstrate a foundational knowledge of the children's developmental continuum, from conception, by addressing unique safety standards. See the example below:

One statistic found on the Centers for Disease Control and Prevention Website states that, “Child safety seats reduce the risk of death in passenger cars by 71% for infants, and by 54% for toddlers ages 1 to 4 years.” (Centers for Disease Control and Prevention, 2013).

Reference:

Centers for Disease Control and Prevention. (2013). Injury prevention and control: Motor vehicle safety (Links to an external site.)Links to an external site.. Retrieved from: http://www.cdc.gov/MotorVehicleSafety/Child_Passenger_Safety/CPS-Factsheet.html

Guided Response: Respond to at least two of your peers. In your responses, 1) consider how these safety statistics have changed over time and address how this may have impacted survival rates in our parents’ or grandparents’ generations. Then, 2) provide a different statistic than the one they found regarding the specific safety regulation addressed or address another change we have seen that neither your classmates nor you identified in your original post. Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of this week. Your grade will reflect both the quality of your initial post and the depth of your responses.

WEEK 2 ASSIGNMENT

Physical Development Activities

This week we begin working on elements that will become part of your final assignment: a Community Child Development Center Proposal. If you have not already done so, go to the week five assignment tab and thoroughly review the instructions for creating the proposal. This week, you will be creating three activities that will become part of the Infant Room, the Toddler Room, and the Middle/Late Childhood Room of your center.

Prior to beginning this assignment, read Modules 4 and 5, the Oswalt article (Links to an external site.)Links to an external site., and watch the two assigned videos on physical development: Physical Development; The First Five Years. (2009) (Links to an external site.)Links to an external site. and Physical Development; Ages 7 - 12. (2009) (Links to an external site.)Links to an external site..

Physical development, especially in infancy and toddlerhood but also into middle/late childhood, is primarily focused on the development of fine and gross motor skills. But the milestones and activities for each age group are very different. For example, coloring or playing with clay would not be an appropriate activity for an infant to improve fine motor skills, but it would be for the early childhood room. And in middle/late childhood, children are developing the muscle mass to greatly improve their abilities to run and jump and play organized games that would be not be appropriate for infants or toddlers. There are lots of website aimed at both parents and educators that describe activities to promote development. The activities you select do not have to be complex, but they do need to be age appropriate and grounded developmental theory. Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addressed the following:

Describe the activity in some detail (provide more than just the name of the activity).

Describe the theory and/or research which supports the use of this class or activity.

Identify how the activity enhances physical development. (Note it might also promote cognitive, and/or socioemotional development as well. For example, organized team-based games not only promote physical development in middle/late childhood but also promote psychosocial development by teaching team work and fair play.)

Remember that this will be completed for an Infant Room, a Toddler Room, and a Middle/Late Childhood Room.

The Physical Development Activities paper

Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least one credible source in addition to the course text. Be sure to integrate your sources (Links to an external site.)Links to an external site. rather than simply inserting them.

The Scholarly, Peer Reviewed, and Other Credible SourcesPreview the document table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

Must document all sources in APA style, as outlined here (Links to an external site.)Links to an external site. and here. (Links to an external site.)Links to an external site.

Must include a separate reference page (Links to an external site.)Links to an external site., formatted according to APA style as outlined in the Ashford Writing Center.

Must be submitted to Grammarly

Gross Motor Skills Development

During middle childhood, children continue to build on and improve gross motor skills; the large-scale body movement skills such as walking and running that they first learned during earlier developmental stages. In general, boys develop these skills slightly faster than do girls, except for skills involving balance and precise movements such as skipping, jumping and hopping.

At this age, children run faster than previously possible, often clocking more than eighteen feet per second. They can also jump higher (on average between four and twelve inches off the ground) and farther (on average, three to five feet or more). These figures are average for children of this age range and will not apply to individual children. No two children will develop physical skills in exactly the same pattern or time frame. Caregivers who have concerns about how their children's gross motor skills are developing should consult with their pediatrician.

Middle-Childhood-aged children also refine their control over gross motor skills, learning to master where they hop, skip, throw, and jump. They are able to gain this improved control and coordination due to increases in their flexibility (e.g., their range of movement in joints and muscles), balance, and agility (e.g., their ability to change their body's position, which requires a combination of balance, coordination, speed, reflexes, and strength) Kids at this age also learn how to synchronize the movement of their body's various parts, allowing for the development of smoother, more coordinated whole-body movement routines such as are needed for participating in organized sports (e.g., throwing a football, batting a baseball, or dribbling a basketball). Due to their progress with regard to the growth and maturity of motor, cognitive, and social skills, many children will now become capable and competitive participants on sports teams.

Fine Motor Skills Development

Children in middle childhood also continue to hone their fine motor skills which can be distinguish from gross motor skills in that they require hand-eye coordination. In contrast to how gross motor skills develop, girls tend to develop fine motor skills slightly faster than do boys.

Specifically, middle-childhood-aged children show dramatic improvements with regard to their printed handwriting and ability to write in cursive letters (e.g., "script" forms of handwriting). They also develop the ability to draw complex and detailed pictures that for the first time begin to incorporate depth cues (i.e., such as drawing farther away objects smaller) and 3D elements. Often, children's artistic ability can truly begin to shine during this stage as improved fine motor skills and imagination combine.

During this stage, children also learn how to use their hands to successfully accomplish manual activities other than drawing or writing. For instance, they become capable of executing complex detail-oriented craft projects involving beading, sewing, scrap booking, building models, and good at using simple tools such a hammer or a hand mixer (both under adult supervision, we hope!). Learning to touch type becomes a serious possibility at this time. Children also commonly become quite skillful at playing complicated games involving hand-eye coordination, including video and computer games.

Children's easy use of communications tools such as cell phones and computers, which becomes possible as they master increasingly complex fine motor skills, exposes them to a world much larger and more complicated than they can possibly imagine. Parents need to be aware of both the positive and negative potential effects of allowing children of this age to play video games and access the Internet. Please refer to our article on Children and Media for further discussion of this serious issue, including a clear explanation of the dangers and opportunities associated with children's use of media and strategies for protecting them from media's worst influences.

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WEEK 3 DISCUSSION

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Cognitive Development Activities

Prior to completing this discussion, read chapter 7, Piaget's enduring contribution to developmental psychology, and On major developments in preschoolers' imagination. Using Piaget’s theory of cognitive development, you will continue to build your Community Center Proposal by identifying an activity and a toy for one of the rooms in your center that promotes cognitive development. You can choose any of the five rooms for this discussion, but the activity must be focused on the cognitive milestones of your chosen age group and must be clearly tied to Piaget’s theory. So your activity might be focused on object permanence for infants, conservation, transitivity, or decentering for middle childhood, or deductive reasoning for adolescence. Then think about what kinds of educational toys would promote cognitive development in this age group and, again, tie the selected object to a specific milestone. You must use at least one scholarly source in either your activity or your toy entry. Here are two examples providing you a model of how to approach this discussion and how to build the elements of the rooms in your Community Center.

EXAMPLE OF AN ACTIVITY:

Cognitive Development Activity for Infant Room: Peek-a-boo.

One of the activities we will incorporate into the infant room is Peek-a-boo. This is a game where the caregiver hides himself from the child (covering the child's eyes or hiding behind a chair, etc.) and then appears again by uncovering the child's eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget's theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing Peek-a-Boo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.

Mossler, R. (2nd ed.). (2014). Child and Adolescent Development. San Diego, CA: Bridgepoint Education.

EXAMPLE OF A TOY OR OBJECT:

Cognitive Development Object for Adolescent Room: Board Games involving strategy and problem solving.

In the Adolescent Room, we propose having a collection of board games that require logical thinking and problem solving. Adolescence is the beginning of more sophisticated thinking. Children in this age group move from concrete operations to what Piaget calls formal operations. They are becoming capable of deductive and hypothetical reasoning (Mossler, 2014). Games like chess, Battleship, and checkers all require players to engage in this kind of thinking. Another game that can be used is the game of CLUE. This game supports the development of prepositional logic and requires players to think hypothetically (Neller, Markov and Russell, 2006). These games will not only promote cognitive development, but will further support psychosocial development because of the required interactions.

Mossler, R. (2nd ed.). (2014). Child and Adolescent Development. San Diego, CA: Bridgepoint Education.

Neller, T., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic (Links to an external site.)Links to an external site.. Retrieved from http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf

WEEK 3 assignment

Community Center Proposal Outline

Last week we began working on the creation of the Community Child Development Center proposal by developing activities to promote physical development. In this week’s discussion, you have added to that by focusing on activities and toys that promote cognitive development. In this assignment, you will begin to create the overarching structure of your proposal. The focus of this outline to is to present as clear a picture as possible of your proposal so that you may receive feedback which will guide you as you create your final project. Please refer to the Final Project guidelines for more information on the Final Project as you prepare the outline of your proposal. Using the PSY 104 Community Center Proposal Template, you are to identify all of the activities and objects for each of your five rooms. Remember that you have already completed three activities in week two, and your discussion this week will add an additional activity and a toy. Be sure to incorporate those elements into your outline! You do not have to flesh out the details; the outline will just provide the blueprint for where you are heading. Remember that each room must contain two activities and one toy or object. Each room must address physical, cognitive, and psychosocial development. In addition, each room must address at least one theme. The outline can be formatted in bulleted points like this:

Paragraph 1

Identify the activity (all you need here is the title of the activity)

Identify the theory and/or research you will use to support the use of this class or activity (i.e Piaget’s formal operations, Erikson’s psychosocial development, etc) You only need to identify it in the outline—not explain it yet

Identify which developmental domain(s) this activity supports (physical, cognitive, and psychosocial)

Paragraph 2

Identify the activity (all you need here is the title of the activity)

Identify which developmental domain(s) this activity supports (physical, cognitive, and psychosocial)

Paragraph 3

Identify the item

Identify the theory and/or research you will use to support the purchase of this item

Paragraph 4

Identify which theme(s) this room addresses: health and well-being, families and parenting, education, culture, and gender. Here are samples of how you might do that in your proposal.

The Community Child Development Center Proposal Outline

Must be three to four double-spaced pages in length (not including title and references pages).

Must use at least one scholarly source in addition to the course text.

Must include a separate title page (Links to an external site.)Links to an external site. with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must include a separate reference page, (Links to an external site.)Links to an external site. formatted according to APA style as outlined in the Ashford Writing Center.