Discussion Boards
Discussion Board:
Topic
After completing the assigned readings and viewing the presentations in
the Reading & Study folder, you will write an analysis of the developmental
behaviors observed in the presentations.
Submit your thread by 11:59 pm (ET) on Thursday of Module/Week 1 and
submit your 2 replies by 11:59 p.m. (ET) on Sunday of the same
module/week.
Early Childhood
The young boy was asked to draw a picture of his family which he
dutifully completed is a short time frame. He drew a boat
with two figures, as well as a car with two figures. The picture
was drawn very quickly and consisted mainly of stick figures
which is typical of young children as they develop their dexterity.
He stated the picture of the boat was of himself and his
grandfather out fishing. He then stated the car contained him
and his grandmother out for a ride. The young boy was
very friendly and answered all the questions of the interviewer.
He spoke of his fondness for his grandparents, but never
mentioned his parents. It was obvious that his grandparents are
very involved with his life. McDevitt & Ormrod (2013) state that
at this age they are "affectionate in their relationships with
familiar adults".
Middle Childhood
The second video featured another young boy who was asked to
draw his family as well. This young boy drew a picture with more
detail than the last and was able to give good descriptions of his
family members, including his siblings. He knew their ages as
well as how tall they were. He spoke of playing sports with his
brothers which McDevitt & Ormrod (2016) lists as a milestone of
middle childhood where children start caring for their brothers
and sisters. He was very well spoken and detailed how his family
is active in his school life and how he does in school.
Early Adolescence
This video featured a young female teenager who also drew a
picture of her family. The picture was detailed and her description
of her family was informative. The girl spoke of how her mom is
involved in her school work and makes sure she does her
homework and is also in contact with her teacher. She stated that
she is nervous when her mom talks to her teacher as she is afraid
the teacher might tell her when she is not doing good. According
to the text, children in this developmental stage sometimes have
parents that have "accelerated expectations"
(McDevitt & Ormrod, pg 23, 2016).
Late Adolescence
The last video featured an older female student, who once again
was asked to draw a picture of her family. This young lady drew a
very detailed outline of her family and recited some detailed
information about each of them. She seems closer to her older
siblings, but tries to distance herself from her younger siblings.
She appreciates her mom, but sounds very independent and
seems to appreciate that.
References:
McDevitt, M. & Ormrod J. (2016) Child development and
education 6th ed. Boston, MAL: Pearson
Discussion Board 2
After completing the assigned readings and viewing the presentations in
the Reading & Study folder, you will write an analysis of the developmental
behaviors observed in the presentations.
Submit your thread by 11:59 pm (ET) on Thursday of Module/Week 2 and
submit your 2 replies by 11:59 p.m. (ET) on Sunday of the same
module/week.
Environments are very important as children develop. The quality of the learning
environment is also very important in creating a caring community of learners and
enabling children to do their best. Physical development during childhood is when
children get taller and heavier as they develop and the relative proportions of their
body parts change as well (p.154). There are five stages infancy (birth – 2 years),
early childhood (2-6 years), middle childhood (6-10 years), early adolescence (10-
14 years), and late adolescence (14-18 years).
In the videos that were assigned in this week’s readings, environments are designed
for each age groups represented (McDevitt, T. M., & Ormrod, J. E., 2016, p.
21). My mother is a dedicated caregiver and loves her children as if they were her
own. Early childhood is a period of incredible creativity and fantasy (McDevitt,
T. M., & Ormrod, J. E., 2016, p. 22). In this age, environments for young
children are designed to encourage active and purposeful learning (National
Association for the Education of Young Children [NAEYC], 1997, 2009).
Furniture is equipped for their age group. In the video clip, there are different
areas where children at this age can develop. This also encourages creative
movement, pretend play, and hands-on learning in young children.
Middle Childhood – during this age group children settings support academic
learning with concrete objects, displays of language rules, tables and chairs for
group or paired activities and a play couch for quite time (McDevitt, T. M.,
& Ormrod, J. E., 2016, p. 23).
When we look at the age group 10-14 early adolescence, the children are really
maturing at this stage. In their environment, this settings encourage young
adolescents to focus on academic learning and working together in groups. Their
furniture is accommodating to their size and needs.
And the last stage to discuss is late adolescence age 14-18. This stage is the next
stage to being a young adult. In the video, it shows students furniture that are
accommodating to their size once again. In this age group, most teachers arrange
their desk and chairs face to face to make it so that each child is recognized or
seen.
Research: Early Adolescence
A young lady is asked to separate shells. She separates them in categories or
groups. She separated them by how close they looked. She was then asked what
she was looking for. She stated she was looking for details and she explained. She
also said the she could categorized them as shapes, character, texture, and numbers,
by putting them in groups of 10 and having 4 rows. So she explains wells.
Observing Children and Adolescents – Early Childhood
Physical Activity – These children in the presentation are playing together very
well. One activity is that they are kicking the ball to one another.
Middle Childhood
These children are also playing together with their hands. The next activity is with
bouncing the ball together before throwing it in the basket. They’re interacting
together.
Reference
McDevitt, T. M., & Ormrod, J. E. (2016). Child development and education
(6th ed.) Upper Saddle River, New Jersey: Pearson.
National Associationfor the Education of Young Children.
(2009). Developmentally appropriate practice in early childhood
programs serving
children birth through age 8. Washington, DC: Author.
National Association for the Education of Young Children.
(2009). Developmentally appropriate practice in early childhood programs
serving
children birth through age 8. Retrieved
form http://208.118.177.216/about /positions/pdf/PSDAP.pdf
Discussion Board 3
After completing the assigned readings and viewing the presentations in
the Reading & Study folder, you will write an analysis of the developmental
behaviors observed in the presentations.
Submit your thread by 11:59 pm (ET) on Thursday of Module/Week 3 and
submit your 2 replies by 11:59 p.m. (ET) on Sunday of the same
module/week.
Infancy
In this video, an adult female and her son, are playing hide-and-go-seek.
She gets up from her couch with a toy and hides it from him. She does this several
times and each time the little boy is watching her every move. Next, in the
presentation she has a brown bag that the little boy goes in and pulls out a toy. I
think that he is trying to figure out what the toy is or maybe its purpose. He puts it
back in repeatedly after his mother opens and closes the bag. At this age, children
are distinguishing between themselves and substances. This is definitely an
experimental age. This is how they learn through assimilation and
accommodation.
Early Childhood
In this video, the child takes the object, which is a toy, out of the bag and
plays with the balls. She then mashes it on the floor, which is a bendable toy as
well as puts it in her mouth. The lady holds her hands out, there are pieces of candy
in her hands, the little girl takes it out of her hands, inpsects them, and eats them;
She places objects on the floor in rows. It seems like she is using them to count. In
chapter 6 of McDevitt & Omrod, it states that objects are classified in simple ways,
especially by important features.
Middle Childhood
Like the previous videos, there are objects on the table, and it looks like he
is trying to count the objects in sequences of some sort. Next, he is reading a book
that details a picture. I assume that he is being asked questions about his readings.
The accommodations seem to be made, as the limited amount of physical demand
appears. “The child begins to think theoretically and intellectual, creating logical
structures that explain his or her bodily experiences. Children gradually develop
new ways of thinking, and they don’t entirely leave behind characteristics
associated with previous stages “(p. 201)
Late Adolescence
A teenage girl is sitting on the couch and is responding to prompts or
questions that she seems to be asked. She is definitely giving her own opinions on
some things. She is then reading the same book as the little boy before read with
the same detailed picture. Although, she is giving a more detailed description of
the book than the previous child was. At this point or stage of life, she has the
ability for intellectual thinking like an adult.
Memory
Early Childhood
Memories formed during childhood is appropriately referred to as “Childhood
memories.” Brain development is a vital role in toddler’s memory. Menory
increases or develops with age especially when deliberate activities or strategies
are used to help improve our chances of remembering. Memory is one of the most
important keys to children’s cognitive development. ´Cognitive development is the
construction of thought processes, including remembering, problem solving, and
decision-making, from childhood through adolescence to adulthood.´(
http://www.healthofchildren.com/C/Cognitive-Development.html) Cognitive
development deals with their cognitive abilities, such as planning, attention and
problem-solving. Memory also helps children’s ability to master different skills.
Early childhood is an important time for memory development because there are
significant brain developments and children begin to notice their environment
more.
Middle Childhood
Middle Childhood is typically the ages of about 7 and 11, children are in the period
of cognitive development that Jean Piaget referred to as the concrete
operational stage. (McDevitt and Omrod) During this period of intellectual
development, kids become increasingly skilled at understanding logical and
concrete information. At this age, kids are able to think and understand things
from different viewpoints. Concentration and memory improve significantly
during the middle childhood years. That is why I stress to my parent’s and even
myself, that I am using this age for creative and intentional logical development,
not just allowing their brains to watch by watching YouTube videos. The
interviewer and child are sitting at the kitchen table and she asks the little boy a
question. He explains it to her by talking and using finger movements. She then
reads out some vocabulary words for memorizing. He is concentrating on what
she is saying and has everything tuned out. At this point, when she calls out a
word, he spells it to the best of his ability.
Early Adolescence
Early Adolescence is much more mature than middle childhood, but not quite as
mature as late adolescence. This student is focused on the interviewer’s questions
as he thinks and explains. Again, this student is given the same vocabulary words
and he looks like he has memorized the vocabulary words. This is an effective
strategy that allows teenagers to work with larger amounts of information is to
show them how the information fits together.
Late Adolescence
Late adolescence is the last phase of childhood. The interviewer asked the
question, The teen explains how she breaks apart the question to try to understand
what is being asked. She states that if it is a Spanish test, she tries to associate the
word with its component. And how her other teacher would have them to
memorize things so that they can remember theme and if she can’t she will just
have to memorize it the way that it is by going over the word several times. She
likes to memorize things that make sense to her and that she enjoys. This trick has
been proven useful, and using mnemonics, such as PEMDAS in Algebra. She is
giving a test to see how many words she thinks she can remember, which was 9
words. Her memory was refreshed as the interviewer went over the other
words. People remember more events from late adolescence and early adulthood
than from any other stage of their lives. “This phenomenon is called the
reminiscence bump.” Information processing theories focus on how children
acquire, interpret, and remember information and on how these cognitive processes
change over the course of development. There are different learning strategies
when it comes to memorizing things; organization, elaboration, or problem-
solving. Most late adolescence are self-regulated learners. They become more
proficient in directing and controlling their own learning – evaluating knowledge
gained from a learning activity.
References
McDevitt, T. M., & Ormrod, J. E. (2016). Child development and
education (6th ed.) Upper Saddle River, New Jersey: Pearson.
http://www.healthofchildren.com/C/Cognitive-Development.html
DISCUSSION BOARD 4
After completing the assigned readings and viewing the presentations in
the Reading & Study folder, you will write an analysis of the developmental
behaviors observed in the presentations.
Submit your thread by 11:59 pm (ET) on Thursday of Module/Week 4 and
submit your 2 replies by 11:59 p.m. (ET) on Sunday of the same
module/week.
Infancy
In the video with the infant, the teacher encouraged language development
through talking to the child in a soft pleasing voice, and using real life items
and pictures of animals and foods to connect print to real words.
Early Childhood
The young child made connections about the feel, size and appearance of
the shells in order to separate them into piles. She connected the shape
and color of apples to grapes, as she may not have been exposed often to
this particular fruit.
Middle childhood
While this child sorted shells similarly to the younger student, she seemed
more sure, and took less time making decisions about how the shells
should be grouped. She used descriptive words such as closed or open,
curved or flat. She interestingly connects words to feelings and experiences
she has experienced, like freedom as being able to play what she wants to.
Early Adolescence
When working with the adolescent child, I noticed the teacher assured him
that there was no wrong way to separate the shells, which may have freed
this student up from testing anxiety that some preteens feel.
Late Adolescence
This student grouped the shells similarly to the prior students, and yet his
advanced age did not give him any deeper reasons that the physical shape
and design. He did more descriptively label the words placed in front of
him. He described various types of love, from familial love to a dating
relationship. The younger children, when asked about the words meaning
seemed to more directly connect to things they had been told, whereas the
adolescent tied it to feelings. Likely, the young students are utilizing
language socialization, or a combination of indirect and explicit language
instruction they have received to define these words. (McDevitt,2016)
Languages: Classroom
This teacher works directly with students who are hard of hearing or deaf,
and provides them with communication via written word, reading lips and
sign language.
Languages: Individual
This educator utilizes a variety of techniques to help these students build
language and communication skills. She has allowed them, in this clip, to
author and illustrate their own books, as is helping them along as they read
and sign the words to their classmates. These students are utilizing the
skills of observation and imitation, and practicing things their teacher has
modeled for them. (Mcdevitt,2016)
References
McDevitt & Ormrod, Child Development and Education (2016)
DISCUSSION BOARD 5
After completing the assigned readings and viewing the presentations in
the Reading & Study folder, you will write an analysis of the developmental
behaviors observed in the presentations.
Submit your thread by 11:59 pm (ET) on Thursday of Module/Week 5 and
submit your 2 replies by 11:59 p.m. (ET) on Sunday of the same
module/week.
Literacy
Infant
In the first video we see an infant boy whose mother was reading a book to
him. She showed him pictures and made sounds of the animals in the books. This
strategy engaged the child and encouraged him to mimic his mother’s
interpretation of the animals. One thing that I noticed while watching the video
was the child seemed to pay more “attention to the picture…” than what his mother
was saying (McDevitt & Ormrod, pg 365, 2016).
Early Childhood
The Early Childhood video had a young girl who was talking to her mother
or teacher and seemed to be answering comprehension questions about books. In
our McDevitt & Ormrond text it was discusses discussed development in the academic
domain. “Children learn academic subjects according to developmental principles.” (P.
357) Many teachers would agree that it is appropriate to verbally address
comprehension questions rather than try to give them written ones in an Early
Childhood age-range.
Middle Childhood
The next video had an older boy who was conversing back and forth with a
teacher about reading. He spoke very well and stated that his teachers tell him
specific tricks that will help him to read better.
Early Adolescence
In the early adolescence video the other boy discusses that fantasy books such as
Harry Potter novels are his favorite genre to read. Teachers could take an interest
and encourage him to also read the “Chronicles of Narnia” written by C.S. Lewis,
since he has such a strong interest in fantasy books.
Late Adolescence
The last video is of an adolescent girl who is discussing with a teacher
about reading books. She says that she finds reading interesting and enjoys
reading books, with the exception of science-fiction novels. She also states that
she finds reading effortless for her. According to McDevitt & Ormrod (2016),
“girls read with greater skills than do boys” (pg 367). Boys also generally prefer
science-fiction or articles as compared to girls.
In my classroom experience (with second-graders) boys tend to focus more on
illustrations and love comic style books like “The Captain Underpants” franchises.
This also tends to change with the above-level students. I have found my students
whom are in the Gifted Program prefer more “suspenseful” books like the Magic
Tree House franchise books, whereas my below-level students prefer “picture”
books.
Emotional Development
Infancy
The first video is of an infant that is being held by his father who is also
playing with him. It seems as though the child is having a good time and is
laughing. It seems that the child has much affection for his father and has a bond
with him. Although the baby is in Erickson’s “trust versus mistrust stage” it is
obvious that the child trusts his father. (McDevitt & Ormrod, pg 408, 2016)
Early Childhood
The other video has a young girl talking with a teacher saying that she understands
when people are happy, which is her claiming to have a degree of empathy.
Chapter 11 in McDevitt & Ormrod goes into great detail about temperament.
Middle Childhood
In the middle childhood video, a young boy is talking with a teacher and is
asked several questions about what makes him happy. His response is that, playing
sports makes him happy. He also states that smiling is a way to tell if someone is
happy.
Early Adolescence
An older girl is interviewed in the early adolescence video about happiness. In
particularly, what makes people her age happy? She says a lot of kids like to have
a boy or girlfriend “to be happy”, especially having friends. She says some kids
talk a lot when they are too happy.
Late Adolescence
As previously stated, in this video, an adolescent boy is also speaking with
his teacher about the motive of happiness in late adolescence. He says money and
having friends is important to him. He states that “vibes” and smiles are an
indicator if someone is happy. He did admit that often times his grades and friends
can upset him or make him mad. Some kids his age may lash out at their locker or
seek isolation. Erickson stated as kids move into adolescence, they may have
“mixed feelings about the specific ways in which they fit into society” (McDevitt
& Ormrod, pg 409, 2016). Scripture tells us in Proverbs 18:1 “One who has isolated
himself seeks his own desires; he rejects all sound judgment.”
References:
McDevitt, T. M., & Ormrod, J. E. (2016). Child development and
education (6th ed.). Upper Saddle River, New Jersey: Pearson
Holy Bible, New International Version
DISCUSSION BOARD 6
After completing the assigned readings and viewing the presentations in the Reading &
Study folder, you will write an analysis of the developmental behaviors observed in the
presentations.
Submit your thread by 11:59 pm (ET) on Thursday of Module/Week 6 and submit your 2
replies by 11:59 p.m. (ET) on Sunday of the same module/week.
Intricsic Motivation: Early Childhood
What motivates this little fellow in school is coloring and playing outside. He likes to
play on the monkey bars. His favorite subject in class is PE because he likes to
exercise. Writing and Math are also his favorite subjects. He loves school and likes
to get good grades, but sometimes unfortunately he gets bad grades. Reading
instructions from his teacher, helps him to understand better. The interviewer
explained to him that sometimes its hard for children to pay attention in the classroom
because things are going on surround them. He stated that the noise disrupts him. We
all know that children this age distinguish by various subjects and task.
Middle Childhood
At this level, it gets challenging and some kids love a challenge. What interest her the
most, like most children would be PE but also she stated one of her teacher’s. Some
teachers gives out treats and are very helpful to the children. She loves reading a
book that is very interesting like Harry Potter and it gets so interested that she
continues on and on and on. Teachers can start talking about something and students
will listen before it’s over, it starts to get boring to them. What interested her the most
is motivation; to continue to keep pressing.
Early Adolescence
What does ahe like best aboutschool…doing projects. She loves doing group
projects. Group projects are a great way to practice skills with others, get to know
your classmates, and have fun. Math and Science interest her in school because she
gets to interact. But between the two, Math is her favorite subject. It’s very
interesting to learn and get to know the information when the teacher explains it. It
excites her to get good grades and to me when a child earn a good grade, he/she has
learned something from that subject. As she stated, students want excitement or to be
enthused. It gets them hyped and they will want to learn and stay focused. This is so
true…students will get unfocused and start cutting up, playing, talking and etc if a
teacher doesn’t have a clue of what she is teaching.
Late Adolescence
As a child gets older, you can bet…they like Lunch the MOST! At this age group,
they like to socialize and have fun too. Students this age group like certain subjects
that interest them the most for him, it would be history. He likes to know about his
past and how it affects now. Students now probably do relate to younger teachers
because they for one are young and then too they know what they are talking about in
the “NOW”. He does well in school because of his parents and himself. He can be
distracted by talking to other students in his classroom. But for the most part he wants
to obtain good grades and stay focused.
Our motivation as believers stems from a yearning to have peace with God (Romans
5:1; Philippians 4:7), to have His grace as well as hope (Romans 5:2; 1 John 5:13).
The Christian views life through the lens of the future—being in the presence and
glory of God (John 17:24), and this is our true motivation.
In these videos, motivation energizes, directs, and sustains behavior by extrinsic or
intrinsic (p. 505). Children who are intrinsically motivated use more effective
learning strategies and schieve at higher levels than those who are extrinsically
motivated. (p. 505). Research on intrinsic motivation has implications for fostering
chidren’s sense of competence and control p. 505)
Friendship: Early Childhood, Middle Childhoold, Early Adolescence, Late
Adolescence
For the most part, in these videos of friendship every child stated that friends are nice,
kind, helpful and trustworthy. This is the nature of friendships, it gradually adds
character. Friends are very important and they need friends to be able to talk to them,
help, and for support. Friends sometimes disagree to agree. We fix those
disagreements by having conversations with them and working it out. Friends are
important to have so you will not feel lonely. The older the child becomes, the more
impressing the answers that are being asked gets. Highschools are subject to have
more then one single or group of friends. Friendships can be casual, deep, or intimate,
(p. 574). Everybody you can’t socialize with when it comes to personal family
things. Children want to be accepted by their peers. It’s interesting, in our readings it
states, I the time students spend together, friends address one another’s need (J.L.
Epstein, 1986; J. Neal, Neal, and Cappella, 2014), (p. 574).
John 15:12-14 KJV, “My command is this: Love each other as I have loved
you. Greater love has no one than this: to lay down one's life for one's
friends. You are my friends if you do what I command.”
References
GotQuestions.org. (2018, February 21). What is true friendship according to the
Bible? Retrieved from https://www.gotquestions.org/true-friendship.html
GotQuestions.org. (2018, February 21). What does the Bible say about
motivation? Retrieved from https://www.gotquestions.org/Bible-
motivation.html
McDevitt, T. M., & Ormrod, J. E. (2016). Child development and education (6th ed.)
Upper Saddle River, New Jersey: Pearson.
Discussion Board 7
This week’s videos cover the different developmental milestones for moral reasoning and peers, schools, and
society.
Early Childhood and Middle Childhood-Neighborhood
The first video is of a young girl who is asked to draw a picture of her neighborhood She attempts to paint a
picture of her home area which depicts her friends and flowers. She says she likes animals and wishes she had a zoo
in the neighborhood. She is asked why there are laws, but unfortunately is unable to answer the question.
The second video is also of a girl who draws a little better picture of her neighborhood. She is able to
describe the area a little better and shows where her friend Ricky lives. She is aware that there are laws which are
there to keep everyone safe.
During both these videos, the children are displaying Kohlberg’s theory of moral reasoning in regards to the
questions about laws (McDevitt & Ormrod, 2016). The first child is displaying the preconventional stage as he is
unsure of the reason for laws. The second child is showing the conventional stage as he understands a basic
reasoning behind laws (McDevitt & Ormrod, 2016).
Early and Late Adolescence-Neighborhood
The third video is of a boy who again improves on the picture depicting his neighborhood. He is able to
articulate very well the different houses where people live. He states that they have laws protect people, and to stop
havoc from happening.
The fourth video is of a girl who draws a very detailed picture of her neighborhood. She has great attention to detail
and is able to articulate well the different areas where she lives. She states that laws are there to protect people and
keep everything peaceful.
Early and Middle Childhood-After School
The fifth video is of a boy who is asked about his after school activities. He states he likes to play video
games, play with his brother, and then do homework. He also watches television and does his chores.
The sixth video is of a boy who states that he does homework, then either plays with his friends or his video
games. He also hangs with his friends and does like to play tennis.
Early and Late Adolescence-After School
The seventh video is of a boy who states he does homework, then plays with friends or video games. He also
has to feed the horses on his property as well. He does play sports and participates in after-school activities.
The last video is of a girl who does homework first, then plays golf. She also likes to relax and watch
television. She also feeds horses and does other chores around the house.
It is apparent from the older children that many had several chores that they had to do. This could be
attributed to their maturity and their desire to help their parents. “Children, obey your parents in everything, for this
pleases the Lord” (Colossians 3:20, ESV).
References:
McDevitt, T. M., & Ormrod, J. E. (2016). Child development and education (6th ed.). Upper Saddle
River, New Jersey: Pearson
