Caine is a 9-year-old boy whose afterschool and weekend project turned into an international imagination movement. As the Caine’s ArcadeLinks to an external site. video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father’s auto parts store. This story provides an excellent example of how characteristics of Caine’s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine’s curiosity and inventiveness, and you can readily analyze the factors contributing to his “funds of knowledge” going into the project. After viewing Caine’s amazing story, reflect on the different skills he learned and applied as he completed his “project,” and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine’s learning experiences, read Chapter 7 of your primary text.This chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding Funds of KnowledgeLinks to an external site. about how family and cultural backgrounds impact students and their families.Initial Post: View the Caine’s ArcadeLinks to an external site. video and construct an initial discussion post that addresses the following questions: What external factors      influenced Caine’s ability to successfully create his arcade (e.g., what      role did his father play in encouraging his project?)? What internal factors      influenced Caine’s ability to successfully create his arcade? Consider his      world view, values, and funds of knowledge as internal factors. How valuable do you      think these skills are in the real world? How well do they align with one      or more of the 21st-century skills identified on the Framework      for 21st Century LearningLinks to an external site. web page?· Instructor Guidance· Week 1· Week Overview· This is a dynamic and important course comprising part of your journey through an education graduate program.  It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you.  Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn.  You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you.  You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult. This is the most crucial thing to consider at all times in this course.  You are an expert in how you learn.  And just as important, any students you may teach in classes now or classes in the future are just as expert in their own understanding of their own learning.  This is crucial to keep in mind.  EDU692 is designed to help you learn instructional strategies that complement and take advantage of the expertise your students walk through the classroom door already possessing.  These students convene as members of a distinct community, with cultural norms, understandings and imperatives that drive everything they do in class, and everything they will try to learn.  Rather than ignore cultural attributes (or worse, fight against them), the strategies promoted in this course incorporate the culture that influences and affects each student in a class with learning experiences that support skills, knowledge and attitudes worth learning.  Collectively, these strategies define culturally relevant pedagogy, the focus of this course.  It is also important to note that throughout this course you will be working toward a very important, very concrete goal.  Your Week Six final assignment asks you to create a fictional grant proposal to compete for money that can be used to support the development of effective learning experiences.  Even though the proposal will not be real, it is based on an actual funding opportunity some teachers have to obtain the resources needed to develop and support effective, creative and innovative learning experiences.  The Teacher Creativity Fellowship Program websiteLinks to an external site. (Lilly Endowment Fund, 2013) provides real information about such a program.  At the heart of culturally relevant pedagogy is culture itself.  Therefore, you will begin this course by carefully examining your own culture, the culture that surrounds and supports you now and the culture that helped shape and define you as you grew up.  This will be the starting point for learning how to incorporate cultural concerns into your instructional practice in deliberate ways.  In doing so, you will improve your skills as an educator committed to helping a diverse population of students succeed within the learning environments you establish. Following reflections on your own cultural identity as well as those presented by the other students in the class, you will analyze an amazing learning journey undertaken by a creative and innovative boy named Caine.  His story provides an excellent opportunity to analyze the role specific cultural characteristics play within the process of learning in authentic situations.  And you will complete the week by analyzing factors that influenced and affected the teachers and students who participated with you in important, personal educational events.  These factors include culture as well philosophical and theoretical perspectives contributing to the decisions made those educators in your life who helped you learn. By the end of this week you will learn how to analyze the relationship between an individual’s culture and her/his personal identity.  You will also illustrate how characteristics of individual learner identity might affect how and what people learn from a specific instructional experience.  And you will explain how educators can use information about culture and individual student identities to make well-informed instructional decisions. Because you are learning how to apply an important instructional framework to the development of effective learning experiences, you will likely need to apply certain education skills that are not facilitated explicitly in this course.  These include basic lesson planning skills, such as writing clear objectives.  You will also be asked to express some of your work through the development of digital resources and files.  Some of the tools used in the course may be new to you.  Hopefully, learning new computer applications quickly is a general skill set you currently possess!·    · Intellectual Elaboration· At its core, this course is designed to help you become more effective professional educators by helping you learn to apply fundamental principles of creativity and cultural relevance to your instructional practice.  These skills can help you best meet the individual needs of students comprising diverse classroom populations.  In the process, you will learn strategies for facilitating creative and innovative thinking skills within learning environments that complement and reinforce the personal culture defining individual students. Culture The central theme of the course is “culture,” yet the author of the course text Human Relationships and Learning in the Multicultural Environment (Wardle, 2013) indicates that there are, in fact, many commonly-accepted definitions for this concept.  This short one-minute video from the Bureau of Educational and Cultural Affairs (2011) illustrates this point nicely:Though many reasonable definitions exist for this important concept, the following quotes taken from a video produced by Tolerance.org (2010) communicate thoughts about culture by two researchers who have contributed significantly to the development of culturally relevant pedagogy can be used as the general focus of culture for this course:Jacqueline Jordan Irvine: ‘I think people, when they use the term culturally responsive or culturally relevant pedagogy forget that the base of the word is culture.  So culture has to do with world views, beliefs, language…values…’ Geneva Gay: ‘Culture to me at its essence are…those filters that help us as human beings make sense out of the most ordinary things.’For the purpose of this course, culture will be considered in these broad terms.  As you move through the course, the definition will be elaborated upon in order to accommodate a wider scope of factors that influence how people make sense of the world around them.  The instructional events for this course that are designed to help you learn the skills needed to identify culturally relevant solutions to educational problems will be contextualized within a comprehensive project involving creativity applied within a simulation.  You are asked during the final week of the course to create a proposal that might result in funding the development of an instructional experience designed to teach a specific population of students some worthwhile skills.  At the heart of the proposal is cultural relevance, and the “hidden curriculum” of the first couple weeks of this course goes beyond helping you learn more about culturally relevant pedagogy.  Hopefully you will begin to truly value the approach to teaching inherent in culturally relevant instruction, and you will choose to adopt and implement such strategies in your own educational practice.   Research To help “sell” you on the value and importance of culturally relevant pedagogy, consider the classic educational research study conducted by Pichert and Anderson (1977) that investigated how readers’ perspectives influence their determination of the significance of information and ideas presented in written texts.  The researchers presented students with passages that were purposefully written to contain ideas and information whose importance seemed to depend upon perspective.  One of these stories, the House story, involved two boys ditching school (or “playing hooky” as it was commonly referred in 1977).  In the study, one group of students was instructed beforehand to read the story from the perspective of a burglar while another group of students was told to read from the perspective of a potential home buyer.  A third group (the control group) was given no instructions. The two boys ran until they came to the driveway.  ‘See, I told you today was good for skipping school,’ said Mark.  ‘Mom is never home on Thursday,’ he added.  Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard.  ‘I never knew your place was so big,’ said Pete.  ‘Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.’  There were front and back doors and a side door which led to the garage which was empty except for three parked 10-speed bikes.  They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother.  Pete wanted to see the house so Mark started with the living room.  It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete. ‘Don’t worry, the nearest house is a quarter of a mile away,’ Mark shouted.  Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard.  The dining room, with all the china, silver and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches.  Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.  ‘This is where my Dad keeps his famous paintings and his coin collection,’ Mark said as they peered into the den.  Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer.   There were three upstairs bedrooms.  Mark showed Pete his mother’s closet which was filled with furs and the locked box which held her jewels.  His sisters’ room was uninteresting except for the color TV which Mark carried to his room.  Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use.  The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.As you might expect, readers assuming the perspective of a robber recalled different details and comprehended the passages differently than those assuming the perspective of a potential homebuyer.  It seems obvious, but such phenomena may not be accepted by educators when considering why certain students in their classes struggle with “getting it.”  Every student in every classroom walks through the door with a different perspective.  No two back stories are alike, and for some students their ability to make any sense of an instructional experience is profoundly affected by their personal cultural perspectives and life experiences.  And it is no different for you either, with this course.  Your ability to make sense of the information presented within this course, and the corresponding skills facilitated, depend as much on what you bring to the experience as it does the experience itself.  To better understand this, you are asked in this first discussion assignment to tell your own story and compare this with the stories of the other students who have journeyed themselves in this shared experience.  The first assignment for the course asks you to analyze the relationship between your personal culture and your personal identity.  Information about such “personal prisms” is presented in Chapter One of the Wardle (2013) text and includes both macrocultural as well as microcultural characteristics.  After completing the first introductory assignment, read Chapter One in the course text to help you better understand how to analyze the relationship between an individual’s culture and her/his personal identity in general. Following this discussion, you will apply the notion of personal identity to an analysis of a learning experience completed by a very unique boy named Caine.  To help you prepare for this assignment you need to focus on the material presented in Chapter One of the course text as well as material about “funds of knowledge” presented in an article by Moll, Amanti, Neff, and Gonzales (1992).  The “funds of knowledge” concept is also reviewed on pages in Chapter Eight of the course text. The week ends with an activity designed to help you explain how educators can use information about culture and individual student identities to make well-informed instructional decisions.  This learning experience focuses on an analysis of factors influencing the decisions teachers made as they tried to help you learn important things.   This final course assignment involves creating a a proposal that can be presented to an administrator or colleagues that will introduce a new, creative, and innovative idea that can be employed in a district, school, or classroom.  The proposal will incorporate a culturally relevant pedagogical framework into an experience that facilitates 21st century skills (particularly creativity and innovation skills) and content learning outcomes.  Discussion Response ExpectationsDiscussion 1: The first discussion this week asks you to identify demographic factors that contribute towards your personal identity.  You will also tell a specific story about yourself by answering specific questions about your own culture and experience in a creative way.  Finally, you are asked to reflect on the stories that other students tell about themselves.  Some of the key terms introduced in the first discussion post include: Key Terms: Culture Norms Personal      IdentityDiscussion 2: The second discussion asks you to analyze the story of an amazing boy who built his own cardboard arcade.  You will answer specific questions about his story and reflect on the answers of your peers.  Some of the key terms introduced or applied within this discussion include: Key Terms: Funds of      Knowledge Social      Capital Microculture MacrocultureResources to help you better understand these terms are provided throughout this Instructor Guidance.  Assignment Guidance: Key Terms: Microculture MacrocultureSimilar to the other key terms introduced, these are addressed further in the intellection elaboration section of the guidance. This week’s assignment asks you to identify a school experience that you believe influenced and shaped the kind of person you are today. Such an experience might be very comprehensive, like an entire year in grade school you believe turned you into an avid reader (or turned you off to reading), or a summer camp experience that lowered your self-esteem due to bullying.   Write a short paper that describes this school-related experience in some detail. Describe the structure and location of the school (e.g. elementary school in a rural setting), and the demographics of the population of participants if you remember/know them (other students, teachers, staff etc.). Provide details about the local (microcultural) dimensions and attributes of the culture in which your school was situated. Culture can be defined as the ideation, symbols, behaviors, values, and beliefs that are shared by a human group (Banks & Banks, 2013). Broad sets of values, behaviors and symbols are often reflected by and within the structure of schools and the families they support. Once you have described the experience, reflect on the “funds of knowledge” and social capital your own family provided in helping to influence your role, your voice in your educational journey. Finally, explain how educators might use information about culture and student identities to make effective instructional decisions. This is your perception of your school experience…its fidelity is certainly impacted by time, experience, and perspective. This assignment is not research, and your analyses may be based on less-than-accurate recollections and interpretations.  As a brief example, one might describe an overall happy and well-rounded educational experience with nurturing teachers and principals who made learning fun and rewarding, with the exception of one third grade teacher who was famous for slapping the back of your hand with a ruler if you fell out of compliance.  They might describe their elementary school building as having been of average size situated in a rural community in eastern Washington (state) consisting mostly of families working in agriculture or other local small businesses.  Due to the agriculture, the student populations included those mostly from Mexico, and were considered “seasonal” students due to the seasonal work and the fact that they often returned to their home country without finishing the school year. The remaining population of students was mostly white, middle to lower socio-economic class. There seemed to be a typical balance between boys and girls and those with disabilities were not overtly noticed; perhaps due to the lack of inclusion during the mid-1970s. Most Caucasian families seemed to be of a nuclear size and affiliated with Protestant and/or Catholic faiths while those of Mexican descent had extended families and practiced Catholicism. For the School Characteristics and Cultural Dimensions content expectation for this assignment, the following elaborations may be helpful: School characteristics: Type:      elementary, middle, high, home, college, military, etc. Size of      school Location      (rural, suburban, city, inner city, etc.) Public/private      affiliationStudent body characteristics: Approximate      size of student population Gender      distribution Race/ethnic      backgrounds represented Types and      number of special needs students Common      languages spoken at home, represented by the prevalent student/family      populationsSocio-economic background of the families that populated the school: Types of      jobs held by parents of the school Income      levels of most familiesFamily structures commonly represented: Nuclear,      extended, blended, stepfamily, foster, adoptive, grandparents, teen      parents, single-parents etc. Religious      affiliationsYour Assignment needs to be two – three pages at minimum. If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes.  ReferencesAbram, S. (n.d.). A simple guide to 4 complex learning theoriesLinks to an external site.. Retrieved from http://stephenslighthouse.com/2013/01/03/a-simple-guide-to-4-complex-learning-theories/ Banks, J. A., & Banks, C. A. M. (Eds.). (2013). Multicultural education: Issues and perspectives (8th ed.). New York, NY: Wiley. Bureau of Educational and Cultural Affairs (2011, February 13). What is Culture?Links to an external site. [Video file] Retrieved from https://www.youtube.com/watch?v=57KW6RO8Rcs Lilly Endowment, Inc. (2013). Teacher creativity fellowship programLinks to an external site.. Retrieved from http://www.teachercreativity.org/Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, (2), pp. 132-141. The      full-text version of this article is available through the ProQuest JSTOR      database in the Ashford University Library. This article provides information      about how knowing the background of students and their families can help a      teacher with understanding the needs of each student and will assist you      in your Discussions and Assignment for this week.Medsker, K., Ertmer, P. & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from Instructional Design Perspective Performance Improvement Quarterly, 26(2), 43-72. Pichert, J. and Anderson, R. (1977). Taking different perspectives on a story. Journal of Educational Psychology, (69), 309-315. Thirteen Ed Online (2004). Constructivism as a paradigm for teaching and learningLinks to an external site.. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html TeachingTolerance.org (2010, June 17). Introduction to Culturally Relevant PedagogyLinks to an external site.. [Video file]. Retrieved from http://www.tolerance.orgblogintroduction-culturally-relevant-pedagogy  Wardle, F, (2013). Human relationships and learning in the multicultural environment. San Diego, CA: Bridgepoint Education, Inc.Required ResourcesTextWardle, F. (2013). Human relationships and learning in the multicultural environment [Electronic version]. Retrieved from https://content.ashford.edu/ Chapter 1: The      Sociopolitical Contexts of American Schools Chapter 7: The Effects      of Social Class on Student AchievementArticleMoll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), pp. 132-141. The full-text version of      this article is available through the ProQuest JSTOR database in the      Ashford University Library. This article provides information about how      knowing the background of students and their families can help a teacher      with understanding the needs of each student and will assist you in your      Discussions and Assignment for this week. Privacy PolicyLinks      to an external site.MultimediaMullick, N. (2012. April 9). Caine’s arcadeLinks to an external site. [Video file]. Retrieved from http://www.youtube.com/watch?v=faIFNkdq96U&list=PL8C26606523FCC495 This video provides      information about a young boy named Caine and his arcade. You will see how      his family’s funds of knowledge and the community impact his creativity. Accessibility StatementLinks to an external site. Privacy      PolicyLinks to an external site.Recommended ResourcesTextBanks, J. A., & McGee Banks, C. (2013). Multicultural education: Issues and perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons. This book provides more      information about understanding the cultural and linguistic funds of      knowledge that teachers need to understand in order to become more      responsive teachers. This book may assist you in your Discussions and      Assignments this week, in addition to activities in future weeks.ArticlesIrvine, J. J. (n.d.). Facilitator’s guide to culturally relevant pedagogy: A primerLinks to an external site. [PDF]. Retrieved from http://www.outdoorfoundation.org/pdf/CulturallyRelevantPedagogyFacilitatorsGuide.pdf This resource provides a      good overview of the characteristics that define culturally relevant      pedagogy. It will be very useful throughout the course. It may assist you      in you all of your assignments for this course by providing further      understanding of the concept of culturally responsive pedagogy.Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69(4), 309-315. doi:10.1037/0022-0663.69.4.309 The full text of this      article is available through the PcycINFO database in the Ashford      University Library.This article describes the results of an experiment      demonstrating the effects of perspective on interpreting a story. Its      implications may help educators better realize the importance of      individual student perspectives on their abilities to make sense of      educational experiences. It may assist you in your Discussions and      Assginments throughout the course this week.Rodriguez, G.M. (2013). Power and agency in education: Exploring the pedagogoical dimensions of funds of knowledgeLinks to an external site..  Review of Research in Education, 37, 87-120. DOI: 10. 3102/0091732X12462686. http://rre.sagepub.com.proxy-library.ashford.edu/content/37/1/87.full.pdf+html The full-text version of      this article is available through the Sage database in the Ashford      University Library. This article provides information about how teachers      can use the concept of funds of knowledge to learn about their students      and use that knowledge for planning in the classroom.  This will      assist you in Discussions and Assignment this week, in addition to      Discussions and Assignments in future weeks.MultimediaTeachingTolerance. (2010, June 17). Introduction to culturally relevant pedagogyLinks to an external site. [Video file]. Retrieved from http://www.youtube.com/watch?v=nGTVjJuRaZ8 This video from Teaching      Tolerance provides further information about what is included in      culturally relevant pedagogy and may assist you in Discussion and      Assignment this week, as well as throughout the course.Web PagesA list of 20 free tools for teachers to create awesome presentations and slideshows.Links to an external site. (n.d). Retrieved from http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html This website provides      information about different technology tools that can be used in the      classroom to crate presentations and slideshows and may assist you in      Discussions and Assignments this week, as well as throughout the course      and on the Final Assignment.Workshop:Constructivism as a paradigm for teaching and learning.Links to an external site. (2004). Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html This website presents a      professional development workshop for teachers on constructivism.

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Respond to 8 students – due in 2 hours – 50 words each – I have put a guided response for each set to help with the response:  Guided Response: Review several of your classmates’ posts and respond to at least two classmates.  Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.Student 1: Tracie: The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention.  When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.References:Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from https://content.ashford.edu (Links to an external site.)Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and theirinteraction with pupils: approaching positive classroom management. Retrieved fromhttps://www.cceionline.com/newsletters/May_08.htmlStudent 2: Stephanie: The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call ‘ preschoolers’.  The physical domain goals focus on developing coordination and fluidity of movement. Children are growing so fast during this time that their body image may lag behind their actual physical appearance, and they may have difficulty with spatial awareness. Many of the physical development needs of preschoolers can be supported by careful planning of the environment and blocking out indoor and outdoor time periods where children are free and expected to make choices, direct their own play, and moderate their personal behavior.The emergence of the social self takes center stage and with it attention to cultural and gender identity, making and being friends, and solving problems without coming to blows or hurting someone else’s feelings. Children of this age are highly motivated by the desire to please the adults they came about.Key goals in cognitive domain include development of memory, attention, symbolic representation, loge and reasoning, language and literacy, multiple perspectives, and the acquisition of concepts fundamentally to later learning across all content areas. ReferencesJaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from https://content.ashford.edu (Links to an external site.)Links to an external site.Guided Response:  Respond to at least two of your classmates and provide recommendations to extend their thinking.  Identify at least one aspect of the video not discussed in their responses that you think should be included. Share some ideas for how they could incorporate this aspect in their classroom.Student 1: Venice:Preschool is a very important time in life for young children. Preschools help children get familiar with active play and children their age. Children attending preschool for the first time will get to experience being around other children their age if they haven’t done so already during daycare. These children will learn how to communicate, share, and respect personal boundaries. Children attending preschool will learn letters, numbers, potty training, words, and should also begin writing their names by this age. Preschool isn’t always based around curriculum in the classroom. Preschool also promotes life skills such as cooking, washing their hands, cleaning all through active play that will benefit them in the future. Well qualified teachers are important to ensure the wellbeing of the children.These qualified teachers help with steering the children in the correct direction of life and being successful during their school years. They also help assess issues in children early on that may surface, so those issues can be address and the child won’t suffer in the end. Qualified teachers also advocate for their children when it is something in the curriculum they like and may not like. Play is integrated into the classroom by allowing children to be social and use their imagination doing so while cooking, play talking on the phone, cleaning and pretending to be parents who they demonstrate what they are seeing at home. All of these things stimulate the brain and prepares them for what life has in store.Student 2: Stephanie:Preschool program is very important for young children. Preschool is known for an educational establishment to prepare the young children for Kindergarten. In preschool, children combine learning with play in a program run by professionally trained adults. Many people will confused preschool and daycare. Many people believe that preschool is just like a daycare center. However,  preschool is where the children emphasis in  learning and development rather than enabling parents to work or pursue other activities. Play is integrated into learning with a lot of make believe that allow children to develop abstract thinking, verbal and social skills, along with self-regulation. All of which enhance their imagination, vocabulary, social, emotional, and cognitive learning skills. Play is very important because it helps children learn about the world and society. It also promotes problem-solving, promotes creativity, imagination, cognitive, social, and emotional development.According to naeyc, play is an important part of children’s learning and development. Their are many games that can be used to help with the children learning and development. In the video, the teacher had many great ideas for the children by using nature materials. This allows them to be familiar with the nature side of the world. This also allows them to be more creative with their thoughts.Reference:naeyc.’Play’. Retrieved from: www.naeyc.org/resources/topics/playGuided Response:  Reply to at least one peer who chose a psychologist other than the one you selected and two or more peers overall.  The goal of the discussion forum is to foster continual dialogue, similar to what might occur in a verbal face-to-face exchange.  Consider the following questions in your responses:· What additional questions do you have about the psychologist that your peer summarized?  For example, you could ask about his/her contributions to theory and/or research. · Are there relevant connections between the work of the influential figure you selected and the individual selected by your peer?· Share examples from your own life that illustrate your peer’s chosen theoretical perspective.Student 1: Amber:Select one noted psychologist from any of the included lists in “The 100 Most Eminent Psychologists of the 20th Century”. Haggbloom et al. (2002). · Sigmund FreudLocate information about this person to learn more about him/her and his/her work. “Born: May 6, 1856Birthplace: Freiberg, Moravia, Austrian Empire (now Příbor, Czech Republic)Died: September 23, 1939Place of death: London, England” (Cook, 2015).Summarize the contributions of the influential figure you selected to the field of psychology.  In your discussion, include the following: Describe your selected psychologist and his or her main contributions to the field.“Freud was the founder of psychoanalysis and as such has had a tremendous impact on contemporary thought and popular culture by baring the irrational and subconscious roots of much human action” (Cook, 2015).Next, summarize the scholarly article you read.  Your summary should provide an overview of the theoretical perspective and describe any empirical work (i.e., research study) that is presented in the article. For additional assistance on how to summarize an article click here. In the article, Fears Founded and Unfounded, author Sigmund Freud explains his theory between actual and unstable fears. For example, one person might fear what another does not based on either knowledge/experience or their perception of a certain thing. In addition, Freud expresses that, fear could in fact, cause more harm than good in a situation, and that it is better to use rational thinking to analyze the situation to determine the best outcome rather than let fear drive certain behaviors and actions. However, fear is also a part of our safe keeping as it alerts us to real danger, so it is important to take this in consideration when determining whether the fear is real or an exaggerated misconception (2017).Examine how this theory/research provides insight into differences in psychological functioning.In layman’s terms, what does the theoretical perspective, that you explain, tell us about the differences between people and how they behave, think, and feel?  How might it explain why they do what they do?Basically, it says that people who might be facing a true life and death situation might be facing a real fear brought on by self-preservation, while others are dealing with over exaggerated fallacy’s that are only causing more damage to the well-being of the individual mental health.Illustrate with an example from your own observation or experience.What personal experiences or observations of these types of behaviors might be able to be explained by this perspective?Ia friend of mine was diagnosed with Social Anxiety Disorder, regarding my past experiences it has been common that in many social situations she has faced caused or led to negative consequences in life, so now she associates any social situation as having some kind of negative experience. This could be considered a false fear for some, but from my understanding it is based off prior experiences. ReferencesEagle, M. N. (2019). Review of Freud: An intellectual biography. Psychoanalytic Psychology. https://doi-org.proxy-library.ashford.edu/10.1037/pap0000236Anderson, J. W. (2017). An interview with Henry A Murray on his meeting with Sigmund Freud. Psychoanalytic Psychology, 34(3), 322–331. https://doi-org.proxy-library.ashford.edu/10.1037/pap0000073Cook, B. A. (2015). Sigmund Freud. Salem Press Biographical EncyclopediaFreud, S. (2017). Fears Founded and Unfounded. Lapham’s Quarterly, 10(3), 114Student 2: Lisa:Select one noted psychologist             Stanley MilgramLocate a scholarly articleMilgram S. Behavioral Study of Obedience. Journal of Abnormal & Social Psychology. 1963;67(4):371. http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edo&AN=22903410&site=eds-live&scope=site. Accessed April 15, 2019Describe your selected psychologist and his or her main contributions to the field.Stanley Milgram was a social psychologist know for obedience experiments. His research was aimed at seeing how far people are willing to go to obey authority. His experiments raised some questions on ethical issues as well.  The biggest contribution Stanley Milgram made is seen today in how experiments are done and what is accepted and allowed to take place during the experiments.  summarize the scholarly articleThe article is a guide to the steps taken in an experiment which would determine how obedience play a part in the harming of others. The test subject was put in front of a machine which had buttons each button was a connected to a shock generator which was attached to a complete stranger in another room. The test subject would ask a question to the person hooked to the receiving end of the shock device. If the question was answered incorrectly the test subject would have to shock them. There were 30 buttons and every button were labeled from slight shock to Danger, sever shock. The test was performed to find out how far the person was willing to go if an authority figure was telling them to proceed with shocking the person.Examine how this theory/research provides insight into differences in psychological functioning.This experiment shows a lot about how the human mind works. Most people in the experiment was dismissive to the other person who was receiving the shock, simply because an authority figure told them to press the button. Some stopped a questioning their action but still proceeded in delivering the shocks. Very few stood up and said this is wrong I will not do it.  This is in my opinion very disturbing to say the least. For a human to know they are hurting someone else and proceed to do so even when they know they are wrong just because someone who is perceived as having authority told them to do so.  This shows humans will do whatever they are told to do as long as they do not feel like they are responsible for the act.Guided Response:  Reply to at least one peer who chose a hypothesis other than the one you selected and two or more peers overall.  The goal of this interactive learning activity is to foster creative and critical thinking. Consider the following questions in your responses:· What ethical or methodological considerations may have been overlooked by your peer? · Suggest an alternate descriptive method (e.g., case study, survey, naturalistic observation) to test the same idea. Student 1: Carlen:Select a hypothesis from the following listAttractive people are more likely to be asked on a date.Briefly summarize a perspective (e.g., behaviorism, psychodynamic theory, cognitivism, humanism, sociocultural perspectives, and biological/physiological/psychological) that you might apply to your study of this topic.  Explain how it may be relevant to your understanding of this topic.Sociocultural perspective is what I chose because where you are or what you do and surround yourself with affects you prospective on most things and I believe social media changes your prospective on things.Describe a simple experiment Preview the document that you might conduct to test the hypothesis you have chosen.  In your description, include the following:Identify the independent and dependent variables, clearly operationalizing each. To test my theory I would use social media (Independent variable) and the type of dating apps would be my (Dependent variable). I would make it so I had 3 females and 3 male’s swiping on tinder and other dating sites and watch who they swipe. I would get the base line “hot” score by asking everyone what they prefer and making them vote and the most common selections would be what the base line is. Then watch them utilize the apps and see if who they swipe on matches the base line. One way that we could stop people from being bias is what I said, make a base line for hot and even if they swipe off of that it won’t count for the “hot” list.Student 2: Pamela:Hypothesis:  Reading to a child will result in a more extensive vocabulary.Although Neurologist Sigmund Freud’s is well known as the founder of psychoanalysis, his theories were criticized and not widely accepted by his colleagues then or today because of weak, experimental methods, and his theories were hard to test so, they can not be deemed as true or false (LeFrancois, 2016, sec 9.2). According to LeFrancois, (2016), the description of psychology is based on a wide field of study; it is sometimes compared to a puzzle that requires placing the different pieces in the correct order.  Psychology is a social science that studies human behavior and the mental process through theory and hypothesis while specializing in trying to uncover the reason why people experience psychological disorders such as anxiety, depression addiction and relationship problems (LeFrancois, 2016).  The psychological study of the human mind is relevant to understanding and assessing the impact that research has on cognitive development and how it relates to behavior and emotions in children and adults.Psychological Experiment:  Reading to a child will result in a more extensive vocabulary.Theory:  Research shows that not only talking to your children but reading to them increases their vocabulary states Professor Dominic Massaro, (as cited in Fry, 2015).  Developing mastery over words expands grammatical understanding and is a strategy for competent literacy skill (Fry, 2015).Simple experiment:  3-years olds divided into a group with books and a group without in separate area.   Independent Variable:   Group A is 3- year old children being read to by parents and teacher utilizing books that describe objects and show scenes being portrayed, increasing their knowledge and vocabulary with new words.Dependent Variables: Group B parents talks to 3-year old children utilize day-to-day language exchanges with parents, teachers and each other as they look at picture books and talk about what they see.  Without guidance, these children will not understand the importance of literacy or have an extensive vocabulary.Observation 1: The children in Group A are not only looking at and enjoying the pictures in the book they are listening and following along as the speakers read the text aloud.  Professional parents who are educated usually have an extensive vocabulary and provide stimulating conversation and reading material.    Observation 2: The children in Group B are using generalized communication with each other, and the adults present by exchanging conversation on topics about their, toys, people and pictures in their surroundings.  Parents education level may place a limit on vocabulary as well as their socioeconomic status.To control potential mistakes and confusion children are placed in separate areas to be observed.  Children in Group A are placed in circle time where the choice of books are available, and they are encouraged to choose a favorite to be read by a nonconnected observer.  Children in Group B are sat at a table in a different room with another nonconnected observer and are each asked to pick a book and talk about the story.  Because children are stimulated and repeat language they hear reading to them opens a world of new words, language patterns and meaning.According to LeFrancois (2016), a step a researcher could take to prevent bias is to make sure that whoever collects the information or data is not aware of which group is the experiment group and which is the test group.  Another prevention is to make sure that the subject is not aware that they are a part of an experimental group (LeFrancois, 2016).  Eliminating bias in a controlled experiment ensures that an accurate and trustworthy result is obtained and that the objective is determined to be sound.                                                                       ReferencesFry, S., (2015) Study says reading aloud to children, more than talking, builds literacy.  Retrieved from https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045LeFrancois, G. (2016). Psychology: The human puzzle (2nd ed.). [Electronic version]. Retrieved from https://content.ashford.edu/

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