Chapter 2: Children and the Worlds They Inhabit

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Michelle Cottrell

Early Childhood Education: Learning Together by Virginia Casper and Rachel Theilheimer (c)2009 McGraw-Hill Publishing

Chapter 2: Children and the Worlds They Inhabit Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Globalization ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Culture ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Microsystems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Mesosystem ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Exosystem ,[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Macrosystem ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Chronosystem ,[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Components of the Developmental Niche ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Introducing Difficult Topics to Children ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Acute Stressors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Chronic Stressors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

The Stress Response ,[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Mandated Reporter ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Preventing ILLNESS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Aspects of the Anti-Bias Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Gender Equity ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Accommodating Children with Disabilities ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Elements of Racism ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Developmental Interaction Approach (DIA) ,[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Making Your Voice Heard ,[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

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Week 3 Discussion 1 Website Sharing and Feedback This discussion provides an opportunity for you to participate in reciprocal feedback regarding the website created in the Week Two Assignment. The feedback you give and receive will support enhancements to your website as you continue to develop it throughout the course leading up to the final evaluation in Week Six. Review the Week Three Instructor Guidance for further details about participating in this discussion. Initial Post: Create an initial post that includes a link to your website created for the Week Two Assignment and that addresses the following: a. Discuss your experience creating the website. Note any challenges you experienced and how you overcame them. b. Share something that you learned while constructing your own website and discuss what you have enjoyed or disliked most about the process of creating the website thus far. c. Reflecting on what your finished website will look like, describe your vision for the website’s design and content and how you can potentially use this as a personal resource or in your current or anticipated professional practice. Guided Response: Respond to a minimum of two peers. Make an effort to respond to two peers that you didn’t engage with in the previous discussions. In responses, provide feedback to your peers about their website’s design and their working definition of at-risk. Additionally, provide constructive recommendations for how your peers can enhance their websites and definitions to meet the expectations for the final submission in Week Six. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Week Three Instructor Guidance Welcome to Week Three of EDU644: Child and Family Welfare! Please be sure to review the Week Three homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page. Overview review the Week Three homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page. Knowledge gained in Week Two provides you with background information on the role of child protection agencies. Furthermore, you examined various resources supporting families at risk, leading you toward the beginning stages of construction of your website. In Week Three, you further add to your website with specific information and resources pertaining to child maltreatment and homelessness. Finally, perhaps the most interesting and engaging opportunity this week involves sharing your early we ...

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Chapter 5: Early Childhood Perspectives

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Discussion: Schools, Peers, and Media Influences on Childhood Behavior and Beliefs Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction. Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others. Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as Sesame Street teach basic cognitive and pro-social skills to their young viewers). For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media. To prepare for this Discussion: Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media. Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral. By Day 4 Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations. By Day 6 Respond to at least one of your colleagues’ posts and explain how diversity (e.g., culture, sexual orientation, gender beliefs) might impact individuals' responses to this event. Return to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues' comments. Submission and Grading Information Grading Criteria To access your rubric: Week 7 Discussion Rubric Post by Day 4 and Respond by Day 6 .

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February 2011 | Vol. 32 no. 1 www.learningforward.org | JsD 57 g eoffrey Canada said in a recent presentation, “Education is the only business I know of where you can change anything you want, as long as you change nothing” (2010). After so much debate and so many policies, why is our education system still failing so many of our children? What are we either missing or pretending not to know? Reforms only work when people who implement them are on board, engaged, and valued. What gets talked about from the boardroom to the classroom, how it gets talked about, and who is invited to join the conversation determines what will happen or won’t. Are the driving conversations dividing or connecting stakeholders? Are they catalysts for change and accountability, or are they further entrenching people in fear and blame? Is mandating accountability preventing us from hearing and seeing the competing truths that exist about our students, classrooms, and schools? Amid the spinning wheels of education reform, an essential component seems to be missing: conversations that speak directly to the heart of the issue, engage people’s curiosity to uncover the truth, galvanize people, and create collective responsibility. Leadership that attempts to create accountability with top-down mandates, rather than by engaging and connecting people, leads to or exacerbates a culture of blame and excuses. Mandating accountability, while it may sound effective, simply doesn’t work. Why? Because most often in practice this approach is fueled by the same thing victimhood is fueled by — blame. And as long as that’s the case, there’s no time, energy, or vision left to create real solutions. A NeW VIeW OF AccOuNTABILITY The long-term benefits of accountability have enormous implications for the quality of our lives and of our education system. There is a direct correlation between any organization’s health and the degree of accountability displayed by its employees, top to bottom. Accountability is an attitude, a personal, private, and nonnegotiable choice about how to live one’s life. It’s a desire to take responsibility for results, and for that reason, it cannot be mandated. It requires a personal bias toward solutions, toward action. Rather than hold people accountable, hold them “able.” Rather than equate the word accountability with culpability, begin with yourself and model the kind of accountability that is empowering. Accountability has to come from within. Model it and show people how accountability benefits them. When it’s clear how accountability benefits someone, accountability becomes an internal drive. While we don’t always have a choice about the situation in which we find ourselves, we do have a choice about how we view or judge it. Consider shifting your perspective from ‘Since this is a tough situation, I can’t do it, I’m not willing to muster the courage, will, skill, energy, focus, needed to do or say what needs doing,’ to taking the stance that ...

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SCENARIOS The cases you are about to view all depict scenarios from early childhood, middle childhood and adolescence. Pick one scenario as the focus of your paper/presentation in the unit 10 assignment. EARLY CHILDHOOD TOPICS Low Level Lead-Exposure and Children's Development A local elementary school Parent-Teacher Association in a large urban low SES school district requested that you provide a presentation on the impact of lead exposure on child development. Specifically the group is interested in knowing more about how lead exposure impacts cognitive, social, and physical development in early childhood and beyond. Additionally the group is interested in any intervention or prevention suggestions that are empirically supported. Autism and Theory of Mind A group of teachers working in a special education program have seen an increase in the number of children diagnosed with autism spectrum disorder within their school. They've invited you to talk about common features of autism spectrum disorder and how it impacts cognitive, social and physical development in early childhood and beyond. Additionally the group is interested in learning more about prevailing theories related to autism such as theory of mind and any intervention or prevention suggestions that are empirically supported. Ethnic Differences in the Consequences of Physical Punishment A group of professionals for Child protective services has requested a presentation on ethnic differences as they relate to physical punishment. Specifically, they are wanting to better understand the role culture plays on parenting styles and how this impacts children's development in early childhood and beyond. Additionally the group is interested in any intervention or prevention suggestions to physical punishment that are empirically supported. MIDDLE CHILDHOOD TOPICS Family Stressors and Childhood Obesity A neighborhood center offers community programs for families who live in a lower SES diverse neighborhood. The center provides information on nutrition and healthy eating but obesity in the neighborhood children is major concern. The director has requested a presentation that goes beyond giving nutritional advice to increase awareness of the underlying stress the families are experiencing and how that is linked to overeating. Additionally the group is interested in any empirically supported intervention or prevention suggestions to help families manage related home-life stressors that contribute to potential childhood obesity. Children with ADHD The Parent-Teacher Association in an elementary school with a high percentage of African-American children has requested that the school provide a forum for the school community (parents and teachers) to discuss the increasing number of children who have been formally or informally labeled with Attention-Deficit Hyperactivity Disorder (ADHD) within their school. They've invited you to talk about general characteristics of ADHD and how it impacts cogni.

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Food safety_Challenges food safety laboratories_.pdf

Food safety_Challenges food safety laboratories_.pdf

How to Create and Manage Wizard in Odoo 17

How to Create and Manage Wizard in Odoo 17

How to Create and Manage Wizard in Odoo 17

Chapter 2: Children and the Worlds They Inhabit

1. Chapter 2: Children and the Worlds They Inhabit Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

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