4th quarter project

4^th quarter project

Objective: Students will research and present the physical, cognitive, and psychosocial abilities of a child ranging from 2 to 7-years old.

Due Date: Beginning May 5th.  All typed requirements are due on the day you present. Permission forms for children are due on the day BEFORE you present.

Total value: 90 points

Requirements

Part I: Research, Bibliography, Lesson Plan (all required to be typed) (45 points)

                         Research (18 points)

                  -       Include a title page with your name(s), child’s age (does not need to be in APA format)

-        Using your textbook and other secondary sources, you are required to find 25 abilities/skills for EACH domain.  These must be traits that you could display in a presentation.

-        Create 3 separate sections and list all the physical, cognitive, and psychosocial abilities of your chosen age. Note: you may also research the age above your child, especially if the child has an approaching birthday or is “advanced” for their age.

-        A minimum of 4 sources are required, including your text. Only credible websites will be accepted (.edu, .org, .gov)

-        Textbook as a source:  (MUST use your text as a source)

o   Physical dev: Ch. 6, 9, 12

o   Cognitive dev: Ch. 7, 10, 13

o   Psychosocial dev: Ch. 8, 11, 14

Bibliography (7 points)

-        On a separate page, cite at least 4 sources in APA format. Refer to the APA link on the blog for examples. Must be in APA format or you will not get any credit for this section.

Lesson Plan  (20 points)

-        This is the design/outline for your live presentation and must be theme-based and age-appropriate.

-        Your lesson plan should be based on your research compiled about your child’s abilities.

-        The flow and execution of your lesson is up to you, but it must include at least 5 physical, 5 cognitive, and 5 psychosocial observable skills performed by your child. Be creative! Note: one activity may include several examples of the domains.

-        Be specific in your description of each activity/ability.

o   Example: By the age of 8 children have the ability to hop within small squares and hop in rhythmic patterns. They have balance, coordination, and well-developed gross motor skills. To show this we are going to play hopscotch.

o   The above example is also how you should explain and describe the action of your child in your live presentation.

-        Include the use of additional materials and props for your activities.

Part II: Presentation- (45 points)

-       Your presentation is the execution of the above designed lesson plan and activities.

-       All presentations should include

o   Execution of 5 examples from each of the 3 domains (15 points)

o   Preparation for technology, permission slips (5 points)

o   Creativity (5 points)

o   Numerous additional materials and props (15 points)

o   Evidence of hard work and effort, organization (5 points)

-       2 options:

o   1. Bring a child to class.

§  With your direction, the child will showcase the abilities designed in your lesson plan

§  Guidelines for this option:

Ø  Children may not stay in school all day. Arrange for them to be picked up or dropped off. No more than three class periods.

Ø  You must have a permission slip from the parent of the child

Ø  You must have the signatures of the teachers who this child will be visiting.  The child may not stay in a class that is taking a test or watching a video inappropriate for a child.

Ø  All permission slips and teacher slips should be attached to your project.

Ø  Make sure you have items that will help occupy the child; coloring books, games, books, toys, etc.

Ø  Seriously consider if your child will handle a live presentation well. If not, you may want to do another option, or do a video back-up.  Rehearse the project with your child ahead of time. 

o   2. Video presentation

§  With your guidance and interaction, the child will showcase the abilities designed in your lesson plan

§  Make sure the video is smooth and use any necessary editing

Note: Any requirements that are turned in late will result in a deduction of points.  You must check all technology materials with me at least the day before you present. Be prepared for your chosen date of the presentation. 

Ch. 10 Test Guide

Ch. 10- Cognitive Development in Early Childhood
1. Define preoperational stage. Ages? Abilities?
2. Define symbolic function and pretend play.
3. Study the charts on pgs 256-257.
4. Understanding space (map vs action)
5. Define transduction. Give an example.
6. What is categorization/ classification? By what age can children classify according to shape or color?
7. Define animism, artificialism, verbal realism, moral realism,
8. Explain preoperational children's ability to understand number. Difference between ordinality and cardinality
9.  Define centration.
10. Define egocentrism. Explain Piaget's 3-mountain task
11. Define conservation. Review the chart on pg 261. Note how to question the child.
12. Define irreversibility. Give example
13. Define theory of mind. How does Piaget's research differ from more recent research?
14. Explain a preschooler's beliefs about thinking and dreams.
15. Provide an example of false beliefs and deception.  (candy/crayon example)
16. Provide an example of appearance vs reality test and ages for the results of the test.
17. What are some influences on theory of mind development?
18.  "Imaginary Companions" section on pg 264
19.  3 concepts for preschoolers to understand about death
20. Death in Disney films purpose and results
22. Principles of counting, counting errors

23. Identify the differences between preschools in China and the U.S.

24. Explain the Montessori method of schooling and its over all effectiveness.

25. Explain the Reggio Emilia approach to education. How is it different from the Montessori approach?

26. What is the goal of compensatory preschool programs like Project Head Start?

27. Identify the results of Project Head Start.

28. What prompted interest in the development of universal preschool in the U.S.?

29. Why has kindergarten become more like first grade?

30. What has been deemed important than the actual kindergarten program?

31. Identify influences on a child’s readiness for kindergarten.

32. Summarize what a child’s memory is like during the preoperational stage.

33. What is the theory of the information-processing approach? Define the terms.

34. Distinguish between sensory memory and working memory.

35. How is working memory related to executive function?

36. Define long-term memory. How is it linked to a central executive?

37. Distinguish between recognition and recall.

38. Identify and explain the three types of early childhood memories.

39. Why is there a slow arrival of autobiographical memory?

40. Identify influences on a child’s memory retention. Include the social interaction model.

41. What is the purpose of the psychometric approach?

42. Identify the purpose and procedure of the Stanford-Binet Intelligence Scale.

43. Identify the purpose and procedure of the Wechsler Preschool and Primary Scale of Intelligence test.

44. Identify several influences on measured intelligence.

45. Explain Vygotsky’s zone of proximal development.

46. How is scaffolding related to the ZPD? Explain.

Ch. 10 Early Childhood Education

Refer to your ch. 10 worksheet objectives and the article links to answer the following questions.

In MLA format..

Paragraph One: (8-10 sentences)
1. Summarize the expectations and characteristics of preschool and kindergarten programs in America.

Paragraph Two: (8-10 sentences)
2. Address the concerns about free play versus academic work. What are the pros and cons of both approaches? What is your stance about how much of each children should receive in their early childhood education years.

What Happened to Kindergarten? 
The U.S. is Far Behind Other Countries on Pre-K
The New First Grade: Too Much Too Soon 
More Work, Less Play in Kindergarten 

Note: To get full credit for this, you must use supporting points from the articles and your objectives.

Value: 20 points

Ch. 10 Objectives

Answer the following questions in bullet-point format on a word document.

Ch. 10- Cognitive Development in Early Childhood

P. 274-278

1.     Identify the differences between preschools in China and the U.S.

2.     Explain the Montessori method of schooling and its over all effectiveness.

3.     Explain the Reggio Emilia approach to education. How is it different from the Montessori approach?

4.     What is the goal of compensatory preschool programs like Project Head Start?

5.     Identify the results of Project Head Start.

6.     What prompted interest in the development of universal preschool in the U.S.?

7.     Why has kindergarten become more like first grade?

8.     What has been deemed important than the actual kindergarten program?

9.     Identify influences on a child’s readiness for kindergarten.

Book Project

 

Creating a Story Book

Objective: You will create an 18-20 page storybook that is appropriate for the physical, cognitive, and social/emotional development of most two year olds. You may work by yourself or with one other person.

Value:             55 points

Due date:        Monday, March 3^rd

Your book must:

a. have a cover with an illustration and title central to your story. (5 points)

b. contain 18-20 pages. (5 points)

c. have an illustration on each page. (5 points)

d. have no more than two sentences on each page. (5 points)

e. demonstrate evidence of creativity and hard work. (5 points)

f. be neat and attractive. (5 points)

g. be turned in with a two to three paragraph (typed) description of how your book is appropriate for the physical, cognitive, and social/emotional development of most two year olds. (10 points)

A. Physical (5 points)

Required: The colors used should be bright and engaging. The book size should be such that a two year old can easily hold it.

Optional: You may wish to include different textures, shapes, or letters that the child could touch. Consider thick pages to make it easier to turn from page to page. If you are artistically inclined, you might attempt some pop-ups in the book. You might consider including parts in the book that invite the two year old to clap, jump, or make noises. (Anything you include should fit the story.)

B. Cognitive (5 points)

Required: The story should be simple and include some repetition.

Optional: You may wish to use rhythm, alliteration, refrains, onomatopoeia, and/or rhyme. There might be one page where the child has to draw or color some object. (This would also fit the physical domain.) The book might teach the difference between today, yesterday, and tomorrow or reinforce simple math: one, two, and three. The book might ask the two year old to point to objects in the room or identify her eyes, mouth, ears, etc. (Anything you include should fit the story.)

C. Social/Emotional (5 points)

Optional: Consider a story that teaches specific appropriate behaviors: saying please and thank you, picking up toys, being nice to a sibling, using an indoor or outdoor voice. The story might address common two year old fears/concerns: sleeping in the dark, being away from mom/dad, wanting to always get something first. The story might include a simple song for the parent and child to sing together. You might include a lot of (appropriate) humor so the child and parent can laugh together. The story might also encourage hugs/kisses between the child and parent.

Story Book Presentation

Value:             10 points

Due date:       Monday, March 3^rd

            You will read your story to the class and explain to the class how your book meets the physical, cognitive, and social/emotional needs of most two year olds.

Creating a Story Book

Your book must:

_______a. have a cover with an illustration and title central to your story. (5 points)

_______b. contain 18-25 pages. (5 points)

_______c. have an illustration on each page. (5 points)

_______d. have no more than two sentences on each page. (5 points)

_______e. demonstrate evidence of creativity and hard work. (5 points)

_______f. be neat and attractive. (5 points)

_______g. be turned in with a two to three paragraph (typed) description of how your book is appropriate for the physical, cognitive, and social/emotional development of most two year olds. (10 points)

_______A. Physical (5 points)

Required: The colors used should be bright and engaging. The book size should be such that a two year old can easily hold it.

_______B. Cognitive (5 points)

Required: The story should be simple and include some repetition.

_______C. Social/Emotional (5 points)

Required: The story should contain relationships, emotions  or values that a two-year old understands

_______ TOTAL

Ch. 9 and 12 assignment

Ch. 9 and 12- Physical Development in Early and Middle Childhood

Due:  Monday, March 3^rd

Value: 40 points

Using your text, answer the following questions below on a word document.  You may use bullet-points to organize your answers.  Be sure to answer the question thoroughly and accurately to receive full credit. Set-up your paper in MLA format.

Chapter 9- Physical Development and Health in Early Childhood

1.     Explain how boys and girls change in appearance, height, and weight between ages 3 and 6.

2.     Describe normal sleep patterns and bedtime routines of preschoolers.

3.     What is the role of transitional objects?

4.     Identify sleep disturbances and how they should be treated.

5.     Identify causes and treatment for enuresis.

6.     What is the size of a child’s brain at the age of 3 years?

7.     Distinguish between gross and fine motor skills.

8.     Explain the term systems of action.

9.     When do children have a preference for handedness? Is handedness genetic or learned?

10. Explain the progression of children’s drawings. (include terms) What is the parent’s role?

11. Identify healthy diet foods for 3 to 6 year olds.

12. Identify the type of children who are prone to obesity. What is the role of television?

13. Identify contributors to the increasing cases of food allergies.

14. What makes children more susceptible to tooth decay?

15. Identify the leading cause of death after infancy. Include examples and preventative measures.

16. Explain the role of socioeconomic status on a child’s health.

Chapter 12- Physical Development in Middle Childhood

1.     Summarize the growth patterns of children in middle childhood and their average changes in height and weight.

2.     Summarize the tooth development of children in middle childhood.

3.     Explain the nutritional needs of children between the ages of 6 and 11 years.

4.     Identify causes of unhealthy eating at this stage.

5.     Summarize the sleep needs of 6 to 11 year olds.

6.     Identify aspects of recess-time play. Include the role of rough and tumble play.

7.     Explain the role of physical activity and its long-term health effects.

8.     Identify causes of overweight children. What is the role of television?

9.     What preventative measures and treatments are available for overweight children?

10.  Distinguish between acute and chronic medical conditions.

11.  Why have asthma rates increased?

12.  Identify causes of stuttering.

13.  Define oppositional defiant disorder.

14.  Define conduct disorder.

15.  What is school phobia? How is separation anxiety linked to it?

16.  Define social phobia.

17.  Define OCD.

18.  Identify treatment techniques for emotional disturbances.

Ch. 8 Objectives

646- Child Psychology

Ch. 8 Objectives Pgs. 204-212

Answer the following questions in your notebook using bullet-point format.

1.     Define personality, psychosocial development, and emotions

2.     How does culture influence displays of emotions? (Asian vs. American culture)

3.     What are the 1st signs of emotions?

4.     Explain the progression of smiling and laughter. Social smiling? Anticipatory smiling?

5.     Explain how emotional development is an orderly process.

6.     Emotions at birth?

7.     What are the self-conscious emotions and when do they develop?

8.     Define self-awareness.

9.     What are the self-evaluative emotions and when do they develop?

10.   Define altruistic behavior.

11.  What is empathy? How can it be seen in early infancy?

12.  What are mirror neurons?

13.  How does empathy depend on social cognition?

14.  What does Piaget say about egocentrism and the development of social cognition?

15.  Define temperament.

16.  What were the goals and set-up of the New York Longitudinal Study (Thomas and Chess)?

17.  Explain the three categories in which children were classified.

18.  How stable is temperament?

19.  Explain the goodness of fit model.

20.  What are the conclusions of the Kagan study from the text about shyness and boldness?