3-1 DEV.
jan29
2 years ago
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files (5)3-1Discussion_Co-SleepingandSIDS.pdf
3-1ReadingandResources2.html.zip
3-1ModuleLectures2.html.zip
3-1GraduateDiscussionRubric.html.zip
GRADED.pdf
3-1Discussion_Co-SleepingandSIDS.pdf
3-1 Discussion: Co-Sleeping and SIDS
Child-rearing presents as a set of culturally bound practices that can complement or conflict with research and health promotional practices. The practice of co-sleeping and the risk reduction practices for sudden infant death syndrome (SIDS) have become conflictual in recent years. In preparation for this discussion, review the website and article provided in the Module Three Reading and Resources for information on each side of this argument. You may locate resources on this topic on your own.
In your initial post for this discussion, formulate a research-supported position on co-sleeping regarding risks versus benefits. Should co-sleeping be discouraged? Are there specific developmental advantages supported by research for co-sleeping? What are the cultural considerations for co-sleeping practices? Are the risks for co-sleeping (either social, emotional, or health-related) significantly supported by research to take a position against co-sleeping? Consider what you would advise as a professional in the promotion of optimal development.
To complete this assignment, review the Discussion Rubric.
3-1ReadingandResources2.html.zip
Reading and Resources2.html
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Required Resources |
Textbook: Lifespan Development in Context: A Topical Approach, Chapters 3 (Sections 3.1 and 3.2) and 4 (Sections 4.1–4.5) Chapter 3 provides a summary of the developmental changes beyond the prenatal phase. Sections 3.1 and 3.2 highlight changes specifically related to childhood and adolescence, including contextual and psychosocial influences on growth during these periods.
Chapter 4 describes early sensory and perceptual development, brain development from infancy through adolescence, gross and fine motor development across the lifespan, and interaction of biology and contextual variables on development.
As you read Chapters 3 and 4, consider the following:
- What sensory and reflex indicators signal healthy development at birth and at 3, 6, 9, or 12 months of life?
- Throughout the first year, how do each of the five senses change?
- How might impairment in any one sense, such as hearing, impact overall development?
- What early indicators and processes of learning exist in the first year of life?
Website: Mother–Baby Behavioral Sleep Laboratory This website highlights a variety of resources supplied by Dr. James McKenna, who oversees laboratory and research efforts on the impact of sleeping environments on families and children. The resources provide evidence related to the risks and advantages of co-sleeping practices.
This website supports the discussion.
Reading: Evidence Base for 2022 Updated Recommendations for a Safe Infant Sleeping Environment to Reduce the Risk of Sleep-Related Infant Deaths This is a 2022 update of evidence supporting safe infant sleeping environment recommendations by the American Academy of Pediatrics. The article outlines new recommendations for safe infant sleeping and considers cultural/ethnic variables that impact co-sleeping in making these recommendations.
This article supports the discussion.
3-1ModuleLectures2.html.zip
Module Lectures2.html
Tabula Rasa: The Blank Slate?
In the early stages of the field of developmental psychology, there was the concept of the tabula rasa or blank slate. This concept proffered that each individual arrived at birth as a blank slate, and development began from that point. However, as medical and psychological research has evolved, particularly in the area of hereditary and genetics, it has become clear that development begins long before birth. Each individual’s social, emotional, physical, and cognitive potential begins to form at conception, and those potentials may be determined prior to conception by the genetic instructions carried by each parent. Acknowledging the power of hereditary and genetic fields sets a foundation for examining typical and atypical development prior to birth. Genetic testing and counseling are examples of how we have begun to try to account for such development, and even make decisions regarding it, prior to conception and during pregnancy.
Upon conception, the stage of prenatal development provides for the most dynamic period of physical growth in the life of an individual. In addition, this provides a period of sensitivity and vulnerability that can impact every domain of development for an entire lifetime. Genetic vulnerabilities can be expressed and detected during prenatal development, and exposure to various teratogens can skew development. Research has demonstrated that exposure to bacteria, illicit substances, and even medicines and dietary supplements can present risks to healthy development.
Module Three moves us from the biological concentration that dominates the prenatal phase to the infant phase. While we have moved far beyond the concept of the tabula rasa, it is clear that social and environmental influences take on a prominent role in development. The holistic approach may appear to represent common sense to many observers examining the field, but it is clear that research is leading us to reassess the core conflicts in favor of a more inclusive view. We must consider that the dichotomies of the core conflicts may actually represent continuums, and we must acknowledge the power of biological, environmental, and social influences upon development. The field must continue to use the core conflicts as orientation to how we examine individual development, but it must be clear that theoretically the holistic approach is the future of developmental psychology.
Module Three presents an opportunity to begin to examine the dramatic impact that social and environmental influences begin to play from the earliest experiences of life outside of the womb. Humans are uniquely prepared through reflexes and senses to begin life, but the social needs extend far beyond a developmental influence. Human infants literally require social and emotional contact in order to survive. This will become highly apparent through an examination of sudden infant death syndrome (SIDS) and the cultural practices of co- sleeping in the early stages of child-rearing. In addition, the first milestone of student’s final projects will ask students to identify an issue that is prominent in the field of developmental psychology for children and adolescents. It is not necessary to focus on atypical development, and students are encouraged to consider the promotion of healthy development. Finally, Module Three prepares students to begin their exploration of the classic and contemporary theories of cognitive development. Cognitive development is among the most prominent areas of study in developmental psychology due to the fact that from the time of birth sensory and social influences begin to have a dramatic impact on the tabula rasa.
3-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
GRADED.pdf
Discussion Rubric: Graduate Activity: 3-1 Discussion: Co-Sleeping and SIDS
Course: PSY-632-X4301 Developmental Psychology 24TW4
Name: Sule Umit
Criteria Exemplary Proficient Needs Improvement Not Evident Criterion Score
Comprehension 14 / 20
Criterion Feedback
Your post covered a research-supported position on co-sleeping regarding risks versus benefits. You explored whether co-sleeping be discouraged and whether there are specific developmental advantages supported by research for co-sleeping. The work also delved into whether there are cultural considerations for co-sleeping practices. Lastly, you discussed what you would advise as a professional in the promotion of optimal development. The content is well-developed with an organized, clear point of view/idea,
However, what would make this an exemplary answer is for you to have ample resources to support the work. You have none….the work can then be deemed as either plagiarized or just an opinion piece…both of which are not scholarly writing. Always support your work with ample resources.
20 points
Develops an initial
post with an
organized, clear point
of view or idea using
rich and significant
detail
18 points
Develops an initial
post with a point of
view or idea using
appropriate detail
14 points
Develops an initial
post with a point of
view or idea but with
some gaps in
organization and
detail
0 points
Does not develop an
initial post with an
organized point of
view or idea
Criteria Exemplary Proficient Needs Improvement Not Evident Criterion Score
Timeliness 10 / 10
Engagement 18 / 20
Criterion Feedback
One of the responses is quite short and in need of much more detail
Critical Thinking 21 / 30
Criterion Feedback
0 points
N/A
This level is not
applicable for
grading of this
criterion.
10 points
Submits initial post
on time
7 points
Submits initial post
one day late
0 points
Submits initial post
two or more days late
20 points
Provides relevant and
meaningful response
posts with clarifying
explanation and
detail
18 points
Provides relevant
response posts with
some explanation
and detail
14 points
Provides somewhat
relevant response
posts with some
explanation and
detail
0 points
Provides response
posts that are generic
with little explanation
or detail
30 points
Draws insightful
conclusions that are
thoroughly defended
with evidence and
examples
27 points
Draws informed
conclusions that are
justified with
evidence
21 points
Draws logical
conclusions
0 points
Does not draw logical
conclusions
Total 77 / 100
Criteria Exemplary Proficient Needs Improvement Not Evident Criterion Score
You draw some logical conclusions, but do not thoroughly support these conclusions with research evidence as there are no resources. Using ample resources as references and citations will help you support conclusions and points of view.
Writing (Mechanics) 14 / 20
Criterion Feedback
The quality of your writing is excellent. The initial post and responses are easily understood, clear, and concise. Writing style, structure, and mechanics are a done very well and enhances the presentation of the work. However, because there are no references and citations, there are no opportunities to evaluate proper formatting.
20 points
Initial post and
responses are easily
understood, clear,
and concise using
proper citation
methods where
applicable with no
errors in citations
18 points
Initial post and
responses are easily
understood using
proper citation
methods where
applicable with few
errors in citations
14 points
Initial post and
responses are
understandable using
proper citation
methods where
applicable with a
number of errors in
citations
0 points
Initial post and
responses are not
understandable and
do not use proper
citation methods
where applicable
Overall Score
Points earned out of 100 The overall submission earned 91
points or more. Final calculation of
grades can be found in the
gradebook.
Points earned out of 100 The overall submission earned 71
points or more. Final calculation of
grades can be found in the
gradebook.
Points earned out of 100 The overall submission earned 1
points or more. Final calculation of
grades can be found in the
gradebook.
Points earned out of 100 The overall submission earned 0
points or more. Final calculation of
grades can be found in the
gradebook.
