Category Archives: ECE 353 (ASH)

ASH ECE 353 Entire Course updated

ASH ECE 353 Entire Course updated

 

 

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ECE 353 Entire Course updated

 

ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches) updated

 

ECE 353 Week 1 Discussions 2 Genetic And Biological Factors updated

 

ECE 353 Week 2 Assignment How The Brain Learns updated

 

ECE 353 Week 2 Discussions 1 Brain Development updated

ECE 353 Week 3 Assignment Role Of Families And The Community updated

 

ECE 353 Week 3 Discussions 1 Cognitive And Conceptual Development updated

 

ECE 353 Week 3 Discussions 2 Theory Of Mind updated

 

ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning updated

 

ECE 353 Week 4 Discussions 2 Relationships Between Cognitive, Language, And Motor Development updated

 

ECE 353 Week 5 Discussions 1 Cognitive Development And Learning updated

 

ECE 353 Week 5 Discussions 2 Intellectual Development updated

ECE 353 Week 5 Final Project Professional Development Experience (2 PPT) updated

 

 

 

 

 

 

 

ASH ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches) updated

ASH ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches) updated

 

 

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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks (Piagetian Theory/Nativist Approaches)

Theories and Theoretical Frameworks. As an early childhood professional, it is expected you will understand and apply foundational knowledge and theories in the field. Foundational knowledge and theoretical understanding provides a framework for you to utilize when you are working with infants, toddlers, and school-aged children. Additionally, your understanding of the foundational knowledge and theories will inform and shape your professional practices. For this discussion you will start by completing the Theoretical Frameworks Venn Diagram using your assigned grouping below. If you are unsure of how to complete a Venn diagram, the video How to Make a Venn Diagramprovides a helpful lesson. When completing your Venn Diagram, make sure to include the foundations of each theory, how the theory connects to the four main themes shared in Chapter 1 of the course text (nature/nurture, continuous/discontinuous, domain specific vs. domain general, performance and competence), and the limitations of the theory. Before starting your discussion, it will help to review the Week One Instructor Guidance for additional information, resources, and support for excelling in this discussion.

First Letter of Last Name Theories to Compare and Contrast

Last Name Begins with A-F Piagetian Theory/ Social Constructivist Theory

Last Name Begins with G-L Nativist Approaches/ Information Processing Approaches

Last Name Begins with M-S Piagetian Theory/Nativist Approaches

Last Name Begins with T-Z Social/Constructivist Theory/ Information Processing Approaches

After completing the Venn diagram, compose a response addressing the items listed below. Include your reflection and the Venn diagram with your initial post. Click the paperclip icon below the message area in your

post to attach your Venn diagram.

1. a) Explain how the theoretical frameworks shared in your Venn diagram support cognitive development. Make sure to include at least one example to support your reasoning.

2. b) Discuss which of the theoretical perspectives resonates with you the most, the least, and provide a rationale as to why.

3. c) Provide at least one example of how knowledge of these theoretical perspectives may influence your ability to provide quality experiences that support cognitive development beginning with infants and toddlers.

4. d) If you are currently working with children, explain how these theories/approaches influence your work. If you are not currently working with children, explain how you see these theories/approaches impacting your future work with young children.

 

 

 

 

 

 

 

ASH ECE 353 Week 1 Discussions 2 Genetic And Biological Factors updated

ASH ECE 353 Week 1 Discussions 2 Genetic And Biological Factors updated

 

 

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ECE 353 Week 1 Discussions 2 Genetic And Biological Factors

Genetic and Biological Factors. Genetic, biological, and environmental factors are known to a have significant impact on the development of all children, including children with attention- deficit/hyperactivity disorder (ADHD), autism, dyslexia, and other neurodevelopmental disorders. For children with specific disorders, there are multiple genetic, biological, and environmental factors that work together to create a spectrum of neurobiological symptoms. For many of these disorders there is not a single cause but rather a number of potential contributing factors that can exacerbate and elucidate symptoms. In the field of child development, you will work with a variety of children, including those who have developmental disorders. It is important to understand the various factors that contribute to their diagnosis. Before responding to this discussion, review the Week One Instructor Guidance page for additional information, resources, and support.

Choose one of the following disorders: ADHD, autism, dyslexia, Asperger’s, or Down syndrome. Next, familiarize yourself with your chosen disorder by locating and reading at least one scholarly article about the disorder. If you need help locating an article, you can find some to use in the recommend resources of the Week Two Overview.

After completing research about your chosen disorder, address the following:

1. a) Explain how genetic, biological, and environmental factors influence the disorder (e.g., etiology) using one scholarly resource and the textbook to support your ideas.

2. b) Define the disorder including the typical behaviors and/or cognitive symptoms you might observe in a classroom or other professional setting (e.g., inattention, hyperactivity, poor eye contact).

3. c) Discuss one strategy that you would implement when working with a child with a neurodevelopmental disorder? Why did you choose this specific strategy?

 

 

 

 

 

 

ASH ECE 353 Week 2 Assignment How The Brain Learns updated

ASH ECE 353 Week 2 Assignment How The Brain Learns updated

 

 

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ECE 353 Week 2 Assignment How The Brain Learns

How the Brain Learns. In Chapters 3 and 4 of your primary text, Farrar and Montgomery discuss executive functioning and memory development (2015), you learned about factors that influence brain development. For this assignment, you will build upon that knowledge by further investigating how the brain learns. Remember that working memory, attention, and executive functions are interconnected and are crucial to the learning process. This includes the ability for a child to pay attention, demonstrate inhibitory control, and goal-directed behavior. Children may possess varying degrees of each of these functions, but they work together to create cognitive control and flexibility. For this assignment, you will assume the role of a professional development coordinator for your state’s early childhood programs and develop a flyer titled “How the Brain Learns” that informs families about the role of working memory, attention, and executive function in learning and development. You may develop your flyer using Microsoft Word or Microsoft Publisher. Before completing this assignment, review the Week Two Instructor Guidance for additional information, resources, and support. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” discussion before the due date with questions.

 

 

 

 

 

 

ASH ECE 353 Week 2 Discussions 1 Brain Development updated

 

ASH ECE 353 Week 2 Discussions 1 Brain Development updated

 

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ECE 353 Week 2 Discussions 1 Brain Development

Brain Development. During early childhood, our brains are continuously modified by environmental influences. It is now widely accepted that a child’s environment and early life experiences affect the development, health, and structure of their brain. Perhaps the most intriguing aspect of the brain is its ability to change structurally and functionally in response to external stimuli, which is known as neuroplasticity. Watch the video Neuroplasticity to learn more about this concept (Sentis, 2012). Additionally, it is now believed that positive and stimulating environments promote healthy brain development. However, many children are exposed to environments that have negative consequences on brain development. Child abuse (physical, sexual, mental), poverty, trauma, and neglect constitute environmental influences that present the maturing child’s brain with experiences that will crucially and potentially adversely affect the child’s future development and functioning. There are two parts to this discussion. Before responding to this discussion, review the Week Two Instructor Guidance for additional information and resources.

Part I: Using information from the textbook to support your response, address the following:

1. a) Discuss the impact of environment on brain development. Support this point with at least one scholarly source in addition to the course text.

2. b) Explain the concept of neuroplasticity as it relates to positive and negative life experiences. Please provide a specific example to support your thinking.

Part II: Read one article from the list below and use it to support your response to the following:

1. a) Based on the article you chose, discuss how poverty and/or a specific type of trauma impacts brain development and behavior. Make sure to also state the article you read.

2. b) Explain how you will use this “trauma informed” perspective in understanding and working with children.

3. c) Discuss what you would do differently as a professional now that you have this knowledge and if your view of “trauma” has changed?

4. d) Describe what approach you might take when you need to talk to a family about a situation where the child’s academic performance and/or behavior is being impacted by trauma. What specifically would you want to discuss with the family?

 Article 1: The Toll of ACEs: Adverse Childhood Experiences and Their Effect on Lifelong Health ( Suginaka&Boose, 2014)

 Article 2: Complex Trauma in Children and Adolescents (Cook, et al., 2007)

 Article 3: Neuropsychological Assessment in Clinical Evaluation of Children and Adolescents with Complex Trauma (Gabowitz, Zucker, & Cook, 2008)

 Article 4: Traumatized Children: How Childhood Trauma Influences Brain Development (Perry, 2000)

 

ASH ECE 353 Week 3 Assignment Role Of Families And The Community updated

ASH ECE 353 Week 3 Assignment Role Of Families And The Community updated

 

 

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ECE 353 Week 3 Assignment Role Of Families And The Community

Role of Families and the Community [CLOs: 4]. Due by Day 7. One responsibility of professionals when working with children is offering support for families by sharing information with them about developmentally appropriate strategies for their children and the availability of resources in their community. Recall that during Week Two you developed a flyer that taught the families that you work with about the role of working memory, attention, and executive function in learning and development. Now, imagine the principal of a local school district saw your flyer and has invited you to submit a proposal for an upcoming district-wide professional development conference. Your proposal will need to analyze the role that families and communities play in promoting optimal cognitive development for a specific age group of children. Before starting your assignment, review the Week Three Instructor Guidance for additional information, resources, and support. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” discussion before the due date with questions.

To begin, choose which age group your proposal will focus on:

• Option 1: Infants and Toddlers (Ages 0-2)

• Option 2: Preschoolers (Ages 3-5)

• Option 3: School-Aged (Ages 6-8)

 

 

 

 

 

 

ASH ECE 353 Week 3 Discussions 1 Cognitive And Conceptual Development updated

ASH ECE 353 Week 3 Discussions 1 Cognitive And Conceptual Development updated

 

 

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ECE 353 Week 3 Discussions 1 Cognitive And Conceptual Development updated

Cognitive and Conceptual Development. “Concepts are fundamental to human cognition because of their use in many forms of thinking, such as problem-solving, categorization, and inductive inferences” (Farrar & Montgomery, 2015, p. 186). To apply your understanding of cognitive and conceptual development, it is important to first understand the three different theories of concept development that are commonly used. Chapters 5 in your primary text discuss the following theories: the classical view of conceptual development (the ideas that all concepts are defined by a set of necessary and sufficient features), prototype or probabilistic view (concepts are compared to a prototype based on family resemblance or similarity), and the theory-based concept view (explanatory principles, such as an object’s origins, are a component of conceptual representation) (Farrar & Montgomery, 2015). In this discussion, you will apply your understanding of these three theories by examining the relationship between cognitive and conceptual development. Before responding in this discussion, review the Week Three Instructor Guidance page for additional information, resources, and support.

Case Study: Please refer to the case study in the Introduction section of Chapter 5 of your textbook for this week’s discussion. Address the following points as they relate to the case study:

1. a) Explain which theories of conceptual development are present in the case study. Provide an example to support your thinking.

2. b) Examine the relationships between cognitive and conceptual development that are present in the case study.

3. c) Discuss which theory of cognitive development would support Ms. Serrano’s experience with her students. Support your response with evidence from the text.

4. d) Consider your current or future work setting. Provide two strategies you can use to support conceptual development in the children with whom you currently work or will work with. Support your response with at least one scholarly source.

 

 

 

 

 

 

ASH ECE 353 Week 3 Discussions 2 Theory Of Mind updated

ASH ECE 353 Week 3 Discussions 2 Theory Of Mind updated

 

 

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ECE 353 Week 3 Discussions 2 Theory Of Mind

Theory of Mind. Theory of Mind is a theory of psychological and developmental roots that is defined by the ability of a child to attribute mental states such as beliefs, feelings, knowledge, thoughts, intents to oneself and others and to understand that others have beliefs and feelings that are different than one’s own. The diagram below represents the five foundational components of theory of mind that emerge between ages 2 and 5 that were shared in Chapter 6 of our course text,Cognitive development of children: Research and application . Understanding this developmental sequence is critical in being able to support children as they grow and develop cognitively.

Before responding to this discussion, review the Week Three Instructor Guidance page for additional information, resources, and support.

For this discussion, choose one of the scenarios below to create an example for:

• Option 1: Provide an example of one conceptual perspective-taking challenge a child faces when interacting with teachers and peers upon entry into preschool or kindergarten.

• Option 2: Provide an example of how 3- and 4-year-old children’s gullibility places them at risk.

• Option 3: Provide an example of either a drawback or benefit of trying to accelerate preschoolers’ understanding of deception.

• Option 4: Provide an example of how you can apply Theory of Mind to understanding symptoms associated with either autism or Asperger’s disorders.

 

 

 

 

 

 

ASH ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning updated

ASH ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning updated

 

 

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ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning updated

Problem Solving and Reasoning. There are many ways in which cultural differences impact cognitive development. One of the areas in which we see the impact relating to cultural differences is with the development of reasoning and problem solving skills as is discussed in Chapter 8 of our textbook. “Because our habits of mind are influenced by our cultural and historical circumstances, the decision- making strategies that we seek to promote in students reflect our own culture” (Brenner & Parks, 2001). We must be aware of this and ensure that we are taking the cultural backgrounds of the children we work with into consideration as we help them to develop the ability to reason and solve problems. In this discussion, you will examine the social and cultural impacts on cognitive development by taking a deeper look at the development of reasoning and problem solving skills. Before responding to this discussion, review the Week Four Instructor Guidance for additional information, resources, and support.

1. a) Explain how cognitive characteristics help children learn how to reason, when these abilities to reason develop, and the role social skills play in the ability to reason. Use examples to support your thinking.

2. b) Discuss the cognitive characteristics that help children learn how to develop problem solving skills including the role culture plays in the way a child reasons or solves problems.

3. c) Describe how the development of reasoning and problem solving skills relates to Vygotsky’s social constructivist approach and the Zone of Proximal Development (ZPD). Use one additional scholarly source and examples to support your thinking.

4. d) Examine the cultural considerations that need to be taken into account when planning strategies to develop reasoning and problem solving skills. Provide a specific example for both reasoning and problem solving that supports your examination.

 

 

 

 

 

 

ASH ECE 353 Week 4 Discussions 2 Relationships Between Cognitive, Language, And Motor Development updated

ASH ECE 353 Week 4 Discussions 2 Relationships Between Cognitive, Language, And Motor Development updated

 

 

 

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ECE 353 Week 4 Discussions 2 Relationships Between Cognitive, Language, And Motor Development updated

Relationships Between Cognitive, Language, and Motor Development. Cognitive, language, and motor skills are often thought to be closely interrelated developmental areas, because as children develop in these domains, they appear to demonstrate correlated developmental pathways. For this discussion you will need to choose one age group from the chart below and review all three videos for the age group you choose. After watching Pollack’s (n.d.) videos, address the points listed below. Before responding to this discussion, review the Week Four Instructor Guidance for additional information, resources, and support.

Developmental Age Videos to Watch

Two Year Olds Age 2 Cognitive Development Milestones

Age 2 Language Milestones

Age 2 Motor Development Milestones

Four Year Olds Age 4 Cognitive Development Milestones

Age 4 Language Milestones

Age 4 Motor Development Milestones

Six and Seven Year Olds Age 6 & Age 7 Cognitive Development Milestones

Age 6 & Age 7 Language Development Milestones

Age 6 & Age 7 Motor Development Milestones

• a) Explain the cognitive, linguistic, and motor milestones for this particular age group.

• b) Discuss the connection and/or relationship between cognitive, language, and motor skills and the areas of the brain associated with language and motor functioning. Support your discussion with at least one additional scholarly source.

• c) Give an example of how you might see this relationship inside and/or outside of the classroom. Make sure your example addresses the connection between each domain.

• d) Discuss how you can apply a strategy in the classroom or in a professional setting that incorporates and utilizes these three developmental skills.