What do we mean by, art is a sensory experience? How does this relate to craft or the practical art of writing? Can you describe a sensory reading experience you have had in your life?

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In popular music, a bridge is included, usually after the second verse. The bridge is an instrumental section. It is followed by a third verse or the chorus.

Find a piece of music (popular music is fine) and, using the timer in YouTube, tell us where each verse, chorus, and bridge begins. Discuss how well the bridge works and why you think it is included in popular music but not during the Baroque.

DISCUSSION 2  100 words count

 

What do we mean by, art is a sensory experience? How does this relate to craft or the practical art of writing? Can you describe a sensory reading experience you have had in your life?

DISCUSSION 3 100 word count

Writing from a place of visual, mental focus….Explain what it means to be visual. Why are images so key to writing? Do you ever think in images? Why or why not? How does focus come into play

DISCUSSION 4

 

Stress, Health, and Anxiety Disorders

Proceed with this week’s Discussion by locating one credible source to answer the following question.

According to the psychological perspective and research, how can early childhood stressful experiences (e.g., neglect, abuse, or lack of a secure attachment) influence the developmental of behavioral problems?

Next, referring directly to the textbook, briefly explain all three elements of the Integrated model.

Last, select one form of an anxiety disorder and explain how one of the elements of the integrated model can be used to explain the origins of that disorder. Anxiety disorders to choose from include generalized anxiety disorder, panic disorder, social anxiety phobia, specific phobia, separation anxiety disorder, selective mutism, and agoraphobia.

The strongest answer will refer to the textbook and concepts from the Reading material Essential of Abnormal psychology

What if their refusal can harm others who cannot have the vaccine, such as people who are immunocompromised like AIDS patients?

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Case Study # 6 – Response To Bio-Terrorism

 

The possibility of terrorists using biological weapons on the citizens of the United States has been a major topic in the press for the last several years. Smallpox has been speculated to be the perfect biological terror agent because of the potency of the virus, and because of the lack of herd immunity present in the US population. The following case presents a possible way in which the virus could be released in the population and a possible response. The questions following the case involve the ethics surrounding the government’s response.

 

Smallpox Facts:

 

  • Smallpox initially has flu-like symptoms, which are recognizable 7-19 days after exposure. After 2-4 days of flu-like symptoms, the fever begins to decrease, and pox will form.
  • An infected person is contagious one day before the characteristic pox appear.
  • Approximately 30-50% of unvaccinated people exposed to smallpox will contract the disease.
  • The mortality rate for smallpox was approximately 20-40%.
  • The vaccine that was used was approximately 90% effective.
  • It is possible that if terrorists were to use the smallpox virus, that they would genetically modify it. If this were the case, then the vaccine may not prevent all of the disease symptoms for those vaccinated.

 

Facts gathered from: http://www.vbs.admin.ch/ls/e/current/fact_sheet/pocken/

 

Case:

 

Date: June 22, 2005. A 27-year-old man is brought into a New York City emergency room with a 101-degree fever, and what he believes is chickenpox (Varicella). After a brief examination, the 35-year-old physician is puzzled because the pox do not appear to be typical of the varicella-zoster virus. Worried, he calls in another physician for her opinion. She takes one look at the patient, determines he has small pox, and immediately orders him to be quarantined. She notifies the Centers for Disease Control and Prevention (CDC) and asks them what should be done.
While doing background on the patient, he tells the physicians that he is a flight attendant and that he has flown to Orlando, FL, Los Angeles, CA, Chicago, IL, and Seattle, WA in the past few weeks while working. Though he is given excellent treatment, and had been in perfect health a few days earlier, the patient dies 7 hours after admittance to the hospital.

 

The CDC decides that mandatory small pox vaccines will be administered to all workers in the NYC hospital, and to all patients who were in the ER. His co-workers are all given mandatory vaccines as well, as are all people living in his apartment complex. They also ship stored quantities of the vaccine to all of the cities where the man had flown to for work. The vaccines are offered to citizens of these cities. Finally, all people, along with their families who had been on the man’s flights in the weeks preceding the appearance of the disease are forced to receive the vaccine.

 

Questions:
Note: The flight attendant was most likely given small pox by a bio terrorist who flew on his plane sometime during the past week/week and a half. The terrorist would have been contagious but would not have shown symptoms. Virtually every person the man came into contact with would have gotten the virus.

 

  • Is it ethical for the CDC to force people to get the vaccine?
  • An LA woman on the flight is religiously opposed to vaccines. Under California law she can normally refuse vaccines on religious or personal grounds. However, the government says she must receive the vaccine or face mandatory quarantine. What do you think of this?
  • Do you think that for more common diseases, for example measles, that it is ethical for the state to allow people to refuse vaccines (even for religious grounds)? What if their refusal can harm others who cannot have the vaccine, such as people who are immunocompromised like AIDS patients?
  • Is it ethical for someone to refuse the vaccine?
  • You had driven down to Los Angeles 5 days ago to visit a friend for the weekend. While in town, you visited many tourist attractions. You are worried and you try to get the vaccine, but are denied it because of limited resources. What do you think of this?
  • Citizens begin calling for the mandatory quarantining of people directly exposed to the victim, i.e those living in his apartment complex, those working in the ER, those who flew on the plane in the prior week. What do you think of this?
  • The smallpox vaccine, like many other vaccines (example: oral polio vaccine) can actually transmit the virus to others. In light of this, is it ethical for people to get the vaccine? (Note: they are vaccinating those who may not want to be vaccinated)
  • Today, should health care workers be allowed/forced to get the smallpox vaccine? What about non-health care worker citizens?

Identify the boundary violation you have chosen from the list on page 364 in the article “When Boundaries Are Broken: Inmate Perceptions of Correctional Staff Boundary Violations.”

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To prepare for this Discussion:

  • Review this week’s Learning Resources, particularly the various guidelines assigned this week and last, Chapter 1 in Ethical Practice in Forensic Psychology: A Systematic Model for Decision Making and the article “When Boundaries Are Broken: Inmate’s Perceptions of Correctional Staff Boundary Violations.”
  • Choose one boundary violation from the list on page 364 of the article “When Boundaries Are Broken: Inmate Perceptions of Correctional Staff Boundary Violations” and consider which ethical guidelines pertain to this violation.

Post by Day 3 a response to the following:

  • Identify the boundary violation you have chosen from the list on page 364 in the article “When Boundaries Are Broken: Inmate Perceptions of Correctional Staff Boundary Violations.”
  • Describe the relevant ethical guideline(s) that pertain to the boundary violation.
  • Explain how you would apply each of the following eight steps of the ethical decision-making model from Chapter 1 in Ethical Practice in Forensic Psychology: A Systematic Model for Decision Making to your selected boundary violation:
    1. Identify the Problem
    2. Consider the Significance of the Context and Setting
    3. Identify and Use Ethical and Legal Resources
    4. Consider Personal Beliefs and Values
    5. Develop Possible Solutions to the Problem
    6. Consider the Potential Consequences of Various Solutions
    7. Choose and Implement a Course of Action
    8. Assess the Outcome and Implement Changes as Needed

What are the most important things a parent should be looking for when deciding placement in a     preschool?

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When evaluating a preschool one of the things some parents will look at is academics that are taught to their child.

1- What are the most important things a parent should be looking for when deciding placement in a

preschool?

2-  How do parents evaluate skill development with regards to problem solving, make-believe and artistic activities within

a preschool?  Explain why these factors may be important for this evaluation?

 

Criteria/ 300 Level   Forum Rubric

Possible Points

Student Points

 

Initial post

 

Analyzed the   question(s), fact(s), issue(s), etc. and provided well-reasoned and   substantive answers.

20

 

Supported ideas and   responses using appropriate examples and references from texts, professional   and/or academic websites, and other references.  (All references must be   from professional and/or academic sources. Websites such as Wikipedia,   about.com, and others such as these are NOT acceptable.)

20

 

Post meets the 300   word minimum requirement and is free from spelling/grammar errors

10

 

Timeliness:    initial post meets the Wed deadline

10

CHFD 308 | WEEK 7
Cognitive Development in Early Childhood

In this lesson, you will learn about four main ideas that revolve around cognitive development in early childhood. In general, early childhood is roughly between the ages of two and seven years old. Children go through great amounts of change during this time of their life, especially in the realm of cognitive development and advancement.

TOPICS TO BE COVERED INCLUDE:

· The advances in mental representation during the preschool years, including changes in make-believe play

· The advances in attention, memory, and problem-solving during childhood

· The development of vocabulary, grammar, and conversational skills in early childhood

· The factors that support language learning in early childhood

Advances in Mental Representation

Make-believe play has spurred enormous amounts of research, especially made by psychologist and developmental biologist Jean Piaget. Jean Piaget believed that sensorimotor activity is truly what leads to internal images of experience. In other words, he believed that significant advances are made in mental representation as children move from sensorimotor thought to preoperational thoughts.

MENTAL REPRESENTATION

REPRESENTATIONAL SCHEMES

SOCIO-DRAMATIC PLAY

MAKE-BELIEVE PLAY CONTRIBUTES TO DEVELOPMENT

LANGUAGE ROLE IN COGNITIVE DEVELOPMENT

How Make-Believe Develops

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· As a result of conducted research it is observed that make-believe play develops in stages. There are three important changes that reflect the preschool child’s growing symbolic mastery.

Benefits of Make-Believe Play

· BENEFIT OF MAKE-BELIEVE PLAY

· SOCIODRAMATIC PLAY

· IMPROVEMENTS IN COGNITIVE CAPACITY

· METACOGNITION

Undoubtedly, children benefit when they participate in make-believe play. Not only does make-believe play reflect the way children are thinking and cognitively developing, but it also contributes to or has an effect on children’s cognitive and social skills.

Information Processing

Over the course of early childhood, brains mature and more real-world experiences happen on a daily basis. As a result of that, advances in information processing, such as attention, memory, and problem solving, start taking place. These happenings allow children to become more efficient thinkers and grow metacognitively. It is through these practices that children begin to process information.

Information processing is a term for the cognitive operations and mental strategies that children use to make connections with and transform events and experiences into their mental systems. The various components of executive function that enable children to succeed in cognitively challenging situations – attention, impulse control, working memory, and planning – show impressive gains, leading to more efficient and flexible ways of manipulating information and solving problems, at this stage.

Facets of information Processing: Attention and Memory

Most of us have had conversations about “attention span.” Some people have greater attention spans than others, where they can hold their focus on something for a longer period of time. It is important to note that children’s attention is developed as their information processing develops.

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· Attention is selecting certain events or objects to focus on long enough to gain needed information without being distracted.

Recognition, Recall, and Episodic Memory

· Recognition

· Recall

· Episodic

Memory can also be broken into several other categories: recognition, recall, and episodic.

RECOGNITION

RECALL

EPISODIC

Problem Solving

Problem-solving is the mental process of recognizing, discovering, defining, identifying alternative plans to resolve, choosing a plan, organizing steps, implementing steps, and evaluating the outcome.

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· Problem-solving is a type of information processing. The act of planning shows improvement during early childhood. The child’s ability to think ahead about a sequence of acts or a series of steps is complex thinking. Children this age are especially successful at completing this task if the task is simple and familiar, which is related to their working memory.

Metacognition, Theory of the Mind

· DEFINITION OF METACOGNITION

· METACOGNITION AT AGES 1 AND 2

· METACOGNITION AT AGE 3

· METACOGNITION AT AGE 4

Metacognition is reflection on one’s own thought processes; the “theory of mind.” As mental representation and problem-solving improve, children begin to reflect on thought processes. In other words, they begin to construct a ‘theory of mind: a coherent set of ideas about mental activities. As with many other areas of thinking related to the brain, in this case, the left-prefrontal cortex is utilized.

Speech and Language Development

The first three years of a child’s life are essential when it comes to speech and language development. It is during these years that children journey through vocabulary building, grammar rules, and become conversational beings. This intense period of language acquisition is essential for children so they can continue to develop such skills.

EARLY LANGUAGE DEVELOPMENT

COMMUNICATION RELATED TO COGNITIVE DEVELOPMENT

INFANTS’ SPEECH RECOGNITION

COMPONENTS OF LANGUAGE DEVELOPMENT

Vocabulary

Vocabulary is the body of words known to someone. It builds slowly, then rapidly turns into babbling, then becomes more meaningful speech. The timeline below describes the growth of the average child’s vocabulary.

INFANCY

TODDLER

PRESCHOOLER

FAST MAPPING

FIRST NOUNS, THEN VERBS

BOOTSTRAPPING

Grammar

Grammar is how words are combined into meaningful phrases and sentences.

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· At age two, children begin speaking in simple sentences and follow the subject-verb order for English speaking children. Children that communicate in other languages use the word order pattern that they hear.

Conversation

Conversation is when there is engagement in effective and appropriate communication. When participating in a conversation, children need to understand that when talking, it is important to take turns. They also need to know that conversations need to stay on a topic. They need to state the message clearly if they want to convey information. And further, children must conform to their culture’s language rules, called pragmatics.

 

Age

Milestone

 

Birth to 3 months

Attend to speaker’s   mouth or eyes; move in response to voice; express feelings by cooing,   gurgling, crying; tries to imitate sounds.

 

4 to 6 months

Exchange facial   expressions (like smiling), vocalize to objects; laugh; babble to gain   attention; show pleasure by vocalizing; listen to others’ conversations.

 

7 to 9 months

Continue making and   repeating babbling sounds, start adding gestures to noises being made.

 

9 to 12 months

Use body language and   facial expression to convey feelings.

 

12 to 24 months

Carry on conversations   with toys, self, and others.

 

By 2 years

Skilled conversationalist;   taking turns talking; can respond and ask questions.

 

By 3 years

Sustains interaction   over several turns in a conversation; maintains topic of conversation.

 

By 4 years

Adapt to social   expectations; adapt to stereotypical expectations; for example: more dominant   when playing male roles, more polite when playing female roles.

Language Learning Support

· THE INFLUENCE OF SIBLINGS

· RICH ADULT CONVERSATION BENEFITS LANGUAGE SKILLS

· CONVERSATIONS

· CORRECTING ERRORS

If a child has siblings, then that child is immersed in conversation between siblings and parents and may try to join in on conversations. Having siblings is related to pragmatics.

Children monitor conversations between siblings and parents and may even try to join in the conversation. When the child who is developing their language skills does get to interact in the conversation, the conversations last longer and more turns are taken during talking.

Correcting Inaccuracies

Two strategies are effective and lead to long-lasting improvements to help correct children’s incorrect speech: recasts and expansions.

RECASTS

EXPANSIONS

ASSISTING LOW SES CHILDREN

TECHNOLOGY NOT PREFERRED

CHILDCARE

Literacy

Literacy is the ability to read and write, which is highly intertwined with language skills development. The path to literacy competency begins at birth. This can be done through book-sharing, reading together, telling stories, singing songs, and conversations. Early learners need a strong foundation in oral language; they need to both hear and speak with others. Children need to be immersed in language practices and reading. Children should also understand that print is a tool for sharing meaning and is another way to communicate. This is called “print awareness.” Children become aware of the print-rich environment when they see adults reading and writing.

Knowledge Check

1

Question 1

One of these is not an outcome of make-believe play. Which one is it?

 

Language   and literacy skills are enhanced.

 

Children   tend to be more scared.

 

Social   skills are enhanced.

I don’t know

One attempt

Submit answer

You answered 0 out of 0 correctly. Asking up to 2.

Lesson Overview

In order for children’s language skill, development, and acquisition to grow, they must be exposed to opportunities to communicate with themselves, other children, and adults that use rich vocabulary. Based on research, there are several different stages (ages) at which we can expect children to start participating in make-believe play; start understanding metacognition; start communicating with others, both real and make-believe, both alive and imaginary, objects, etc.; and start understanding grammar. Exposure to these practices will improve language skills and practices.

Key Terms:

MENTAL REPRESENTATION

METACOGNITION

INFORMATION PROCESSING

ATTENTION

MEMORY

WORKING MEMORY

LONG-TERM MEMORY

IMPLICIT (NON-DECLARATIVE)

EXPLICIT (DECLARATIVE)

RECOGNITION

RECALL

EPISODIC

PROBLEM SOLVING

METACOGNITION (THEORY OF MIND)

MENTAL REPRESENTATION

VOCABULARY

GRAMMAR

CONVERSATION

LITERACY

Works Cited:

· (2010, September 24). Early childhood: physical and cognitive development. Retrieved from http://psychology.illinoisstate.edu/aehouse/213/units/7_early_childhood.htm

· Overlapping Waves – Robert Siegler et al. (n.d.). Retrieved from https://quizlet.com/47019858/overlapping-waves-robert-siegler-et-al-flash-cards/