CE100 UNIT 8 ASSIGNMENT


In this unit, we have been continuing our exploration of the field of early childhood development. As you know, this field consists of countless services, which include programs for infants and toddlers, preschool programs, family childcare, childcare centers, kindergarten, and schooling for primary age children. Each has the potential to foster healthy development and learning as well as positively impact children's lives; and many of these require professionals to have similar characteristics as they partake in the role of working with children and their families. It?s also interesting to consider some of the historical events/changes that have occurred within this field.

This week?s Assignment allows you to reflect on what you have learned about professional roles, responsibilities, standards and events that have influenced this field. You will create a 6-slide PowerPoint presentation, using the template in DocSharing, highlighting the early childhood professional roles/responsibilities, standards and historical events that have influenced this field. You should use the following format:


?Slide 1: Title Slide

Create a title for your presentation (e.g., ?The Early Childhood Profession?), include your own name, course number/section and the date


?Slide 2: Early Childhood Roles/Responsibilities

Identify examples of roles and responsibilities that early childhood professionals take on. Include at least 4 examples.


?Slide 3: Standards in the field

Identify examples of standards in the field (at least 5)


?Slide 4: Historical event that influenced the field

Identify an example of an historical event/change that affected the field; note when these changes occurred.


?Slide 5: Historical Event that influenced the field

Note how the historical event changed the field and your work as an early childhood professional, personally. Note how it affects children.


?Slide 6: References

Include all sources of your information in APA format


Resources:

Creating Effective PowerPoint Presentations at https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/WC/EffectivePowerPointPresentations_KUWC2014.pdf

Basic Guidelines for APA https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/WC/Basic_Citation_Guidelines_April_2010.pdf

This paper is for a Cultural Anthropology Course. Following are the instructions as per the syllabus:

- Projects are to be 6 pages minimum. Use MLA format for documentation and bibliography.

- Cross-cultural study: for this option, select a facet of culture to explore in two different NON-Western societies.

- I need the paper to explore EARLY CHILDHOOD DEVELOPMENT/EDUCATION in two different non-western cultures (as stated above). The paper should be a comparison of the two different cultures.

If possible, KENYA is one of the countries/cultures I would like included in the paper, the other can be the choice of the writer.

**There are no specific instructions regarding quotations, parenthetical citations, footnotes, etc. The only requirement noted is MLA format for documentation and bibliography.

The purpose of the research critique is to expose you to current topics of research in early childhood development. It also allows you to build skills in understanding and evaluating research articles.

Use the online Ashford University Library to find scholarly journals containing information on cognitive development, language development, social development, or memory and the brain in children and infants. Find 4 articles on a topic that interests you the most. You are to critique the articles and include the following information:

Format:

Title Page
Topic of the Paper
Name of the Course
Student Name
Date Due


Write a 6-8 page critique of the articles
Summary/Overview: Include the purpose of the article, which includes the main points, procedures, results, and conclusion. Make sure your summary is in your ?own? words and is substantive, clear, and concise.
The Critique: Include your reaction to the paper as well as a critical analysis. This should be the bulk of you paper. Be specific and state your points clearly. Provide examples or other detailed information to support your main points. Some points to consider for your critique:
Strengths/weaknesses of the methodology used for the study.
Criticism of the author?s point of view
Personal experience as it relates to the topic at hand


Conclusion
Relate the information found in the 4 articles to your topic and explain what you have learned from the research.


Reference Page
Using APA style, list all references

Prepare a 1050-word paper in which one explore development during infancy and early childhood. Include the following:


? Explain how families affect the development of infants and young children.

? Identify the different parenting styles. What is their influence on infants and young children? What is more effective or less effective?

? Discuss early childhood education and its influence on cognitive development.

? The conclusion should be the three most important points I have learned about early childhood development.



The text as the primary or only reference. Use headers corresponding to items above.

Text: Berger, K. S. (2011). The developing person through the lifespan (7th. Ed.). New York: Worth.


I would like Writer's
Thanks!

This paper requires you to do some role-playing: as an expert
in Early Childhood Education, you are invited as a speaker to present a series of papers at an Early Childhood Summit. In each of the 5 components of this paper you need to prepare a paper that you will present at the "Summit." (The paper should be separated by section)


Section One (2 pages double spaced)
Apply your understanding of the physical development of children 0-8 years to present guidelines for child safety in a day care facility.


Section Two (2 pages double spaced)
Identify and discuss strategies which an early childhood educator/leader could use to develop community partnerships to the benefit of the children.


Section Three (2 pages double spaced)
Identify and discuss ways in which parents can help children (0-8 years) to develop moral thought and action in developmentally appropriate ways.


Section Four (2 pages double spaced)
Explain how a teacher and/or other caregivers could go about the informal assessment of a young child's social and emotional well-being.


Section Five (2 pages double sapced)
1. Use the ecological approach to explain the effect of society on early childhood development;
2. Use practical examples to illustrate the points that you make in (1).

In a 2 page narrative essay discuss your response to the following topics. Read the context in the first paragraphs and respond to the assignment criteria below.



Read the Executive Summary and Introduction of Eager to Learn: Educating Our Preschoolers.
http://www.nap.edu/openbook/0309068363/html/index.html

Based on the information provided in this executive summary, prepare a thesis-defense essay that supports early childhood development programs. Your essay is to address (but is not limited to) each of the following questions:

Discuss the trend that supports the growing interest in early childhood development programs - from a pragmatic perspective.

Explain what the research suggests about childhood development that supports the need for early childhood development programs.

Analyze to what extent and in what manner early childhood development programs are made available throughout the US.

Determine, based on current trends and empirical research (above), if this current status is sufficient. Explain.

In a 2 page narrative essay discuss your response to the following topics. Read the context in the first paragraphs and respond to the assignment criteria below.



First: Review the program descriptions for each of the 4 different Early Childhood Development (ECD) Programs offered at the University of California, San Diego.
http://blink.ucsd.edu/Blink/External/Topics/Policy/0,1162,11192,00.html?delivery=&coming_from=Content



Next: Read about Piaget's theory of Cognitive Development and of the implications that Piaget's work has for early childhood development programs. Use the required background readings.
http://fates.cns.muskingum.edu/~psych/psycweb/history/erikson.htm



Then: Drawing from the information provided in the assigned background readings and resources -

Prepare a critique of UCSD's ECD program - with respect to the extent and manner in which each individual program and the comprehensive program sequence fosters the cognitive development of the young child. Your critique must address (but is not limited to) each of the following items:



-Based upon the program descriptions provided by UCSD, does each phase of the program appear to foster the cognitive development of the young child as theorized by (Piaget, etc.) ?

If YES - Explain.

If NO - Provide a modified (or, entirely new) overview of the program - similar to the existing overview - that DOES suggest that the program fosters the cognitive development of the young child.

-Determine if and how the comprehensive program sequence in line with the Stages of Cognitive Development.

If YES - Explain.

If NO - Modify each program description accordingly / as needed.

-Provide a detailed example of the type of activity that should be included in each of these 4 programs that fosters the cognitive development of the young child - with respect to Piaget's Stages of Cognitive Development.

In a 2 page narrative essay discuss your response to the following topics. Read the context in the first paragraphs and respond to the assignment criteria below.



First: Review the program descriptions for the different Bank Street Head Start programs.
http://www.bankstreet.edu/headstart/curriculum.html

Next: Read about Piaget's theory of Cognitive Development and of the implications that Piaget's work has for early childhood development programs. Use the required background readings.
http://webspace.ship.edu/cgboer/piaget.html



Then: Drawing from the information provided in the assigned background readings and resources -

Prepare a critique of Bank Street Head Start program - with respect to the extent and manner in which each individual program and the comprehensive program sequence fosters the cognitive development of the young child. Your critique must address (but is not limited to) each of the following items:



-Based upon the program descriptions provided by Bank Street Head Start, does each phase of the program appear to foster the cognitive development of the young child as theorized by (Piaget, etc.) ?

If YES - Explain.

If NO - Provide a modified (or, entirely new) overview of the program - similar to the existing overview - that DOES suggest that the program fosters the cognitive development of the young child.

-Determine if and how the comprehensive program sequence in line with the Stages of Cognitive Development.

If YES - Explain.

If NO - Modify each program description accordingly / as needed.

-Provide a detailed example of the type of activity that should be included in each of these 4 programs that fosters the cognitive development of the young child - with respect to Piaget's Stages of Cognitive Development.

Learning Goals
1. Understand the multiple facets of child development: physical, cognitive, personality, moral, social-emotional, identity, and spiritual development.
2. Understand stage theory, developmental norms, and critical periods.
3. Be familiar with the history and changing perspectives in the field of child development.
4. Understand and be conversant in the important issues in child development, such as health, nutrition, parenting, caretaking, schooling, resilience, gender, and cultural and ethnic diversity.
5. Become familiar with current research and controversies in the field.

Overview Paper
For the Overview, my goal is to:
? Critically analyze the history of this field.
? Comparing and contrasting theories of child development.

Resources
Dependent on the availability of the reading materials, below is the list of resources for possible readings:

Cohen, D. Observing and recording the behavior of young children 4th ed. New York: Teachers College Press.

Crain, W. D. (1999). Theories of development: Concepts and applications 4th ed. Englewood Cliffs, NJ:: Prentice Hall College Division.

Gesell, A., & Ilg, F.L. (1949). Child development: An introduction to the study of human growth. New York: Harper & Row.

Junn, E.N., & Boyatzis, C.J. (Ed.s). (2000). Annual Editions: Child Growth and Development 00/01. New YorK: McGraw-Hill Higher Education.

Lefrancois, G. (2000). Of children (9th ed.). Belmont, CA.: Wadsworth.

Lefrancois, G. (1999). Psychology for Teaching (10th ed.). Belmont, CA.: Wadsworth.

Shaffer, D. R. ( 1999 ). Developmental Psychology: Childhood & Adolescence 5th Ed.

Ulijasjek, S., Johnson, F., and Preece, M. (ed.s). (1998). Cambridge Encyclopedia of Human Growth and Development. New York: Cambridge University Press.

Wood, C. (1997). Yardsticks: Yardsticks : Children in the Classroom Ages 4-14 : A Resource for Parents and Teachers. Greenfield, MA: Northeast Foundation for Children.
Practical, useful, well-organized resource.

Infancy and Early Childhood

Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.

Bowlby, J. (1990). A secure base: Parent-child attachment and healthy human
development. New York: Basic Books.

Brazelton, T. B., & Greenspan, S. I. (2000). The Irreducible Needs of Children: What
Every Child Must Have to Grow, Learn, and Flourish. Cambridge, MA: Perseus.

Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma. New York: Teachers College Press.


Dunn, J. (1988). The beginnings of social understanding. Cambridge, MA: Harvard University Press.

Montessori, M. (1967). The absorbent mind 6th Ed.(Claude A. Claremont, Trans.). Madras, India: Kalakshetra Publications. (Original work published in 1949)
Montessoris theory of stages, including psychological, language, and physical development .

Brain and Neurological Development

Eliot, L. (1999). What's Going on in There? How the Brain and Mind Develop in the First Five Years of Life. New York: Bantam.

LeDoux, J. (1996). The emotional brain. New York: Touchstone.
Makes brain functions understandable with conversational language and simple diagrams.

Shonkoff, J. P. & Phillips, D. A. (Ed.s). (2000). From Neurons to Neighborhoods : The Science of Early Childhood Development. Washington DC: National Academy Press.

Cognitive Development

Damon, W. & Hart, D. 1(988). Self Understanding in Childhood and Adolescence.
Cambridge: Cambridge University Press

Piaget, J. (1952). The origins of intelligence in children. New York: International
Universities Press.

Piaget, J. (1970). Genetic Epistemology. New York: W.W. Norton

Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.

Culture

Azibo, D. (1996). African psychology in historical perspective. Trenton, NJ: Africa World Press.
Edited volume of chapters by Akbar, Phillips, Stewart, Carruthers, and others. Highly recommended.

Gardiner, H.W., Mutter, J. D., & Kosmitzki, C. (1997). Lives Across Cultures: Cross-Cultural Human Development. Needham Heights, MA: Allyn & Bacon.
Cross-cultural perspectives on development: physical, cognitive, personality, and gender.


Shujaa, M.J.(1995). Too much schooling, too little education; a paradox of black life in white societies. Trenton, NJ Africa World Press

Suarez-Orozco, C., & Suarez-Orozco,, M.M. (2001). Children of Immigration (The
Developing Child). Cambridge, MA: Harvard University Press.

Tatum, B.D. (1999). Why are all the black kids sitting together in the cafeteria?: And other conversations about race. New York: Basic Books.

Education

Barnett, W. S. (1996). Lives in the balance: Age-27 benefit-cost analysis of the High/Scope Perry Preschool Program (Monographs of the High/Scope Educational Research Foundation, 11). Ypsilanti, MI: High/Scope Press.

Elkind, D. 1993. Images of the young child: collected essays on development and education. Washington, DC: NAEYC.
Essays by the author of The Hurried Child.

Hohmann, M. & Weikar, D. P. (1995). Educating Young Children: Active Learning Practices forPreschool and Child Care Programs. Ypsilanti, MI: High Scope Press.

Kamii, C. 1982. Number in Preschool and Kindergarten: Educational Implications of Piaget's Theory. Washington, DC: NAEYC.
Applying theory to practice.

Family

Cabrera, N. J., Tamis-LeMonda, C. S., Bradley, R. H., Hofferth, S. & Lamb, M. E. (2000). Fatherhood in the twenty-first century. Child Development, 71, 127-136.

Cline, F., & Fay, J. (1990). Parenting with Love and Logic. Colorado: Pinon Press.

Fine, M. J., & Carlson, C. (Eds.). (1992). The handbook of family-school intervention: A systems perspective. Needham Heights, MA: Allyn and Bacon.

Lamb, M.E. (Ed.). (1997). The role of the father in child development 3rd ed. New York: Wiley.

Parke, Ross D. Fatherhood. (1996). Cambridge: Harvard University Press.

Gender

Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them.
New York: The Free Press.

Gilligan, C. (1982). In a different voice: Psychological theory and womens
development. Cambridge, MA: Harvard, MA.

Kindlon, D., & Thompson, M. (1999). Raising Cain: Protecting the emotional life of
boys. New York: Ballantine.

MacCoby, E.E. (1999). The Two Sexes : Growing Up Apart, Coming Together. :Belknap.

Language Development

Bloom, P. (2000). How Children Learn the Meanings of Words (Learning, Development, and Conceptual Change). Cambridge, MA: Massachusetts Institute of Technology.

De Boysson-Bardies, B. (1999). How Language Comes to Children: From Birth to Two Years. Cambridge, MA: Massachusetts Institute of Technology.M. B. DeBevoise, Translator.


Moral Development

Damon, W. (1989). The moral child: Nurturing children's natural moral growth. New
York: The Free Press.

Gilligan, C. (1982). In a different voice: Psychological theory and women's
development. Cambridge, MA: Harvard University Press.

Gilligan, C., & Wiggins, G. (1988). The origins of morality in early childhood
relationships. In C. Gilligan, J. V. Ward, & J. M. Taylor (Ed.s), Mapping the moral
domain. Cambridge, MA: Harvard.


Physical Development

National Institute of Child Health and Human Development NICHDhttp://www.nichd.nih.gov/

Tamborlane, W. V. (Ed.). (1997). The Yale guide to childrens nutrition. New Haven: Yale University Press.

Spock, B. (1946). Baby and child care. New York: Pocket Books.

Resilience

Brooks, R.B. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry, 64, 545-553.

Emery, R. E., & Forehand, R. (1996). Parental divorce and childrens well-being: A focus on resilience. In R. . Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Ed.s). Stress, risk and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 64-99).

Neighbors, B.; Forehand, R.; & McVicar, D. (1993). Resilient adolescents and
interpersonal conflict. American Journal of Orthopsychiatry, 63, 462-471.

Werner, E. E. (1989). High-risk children in young adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopsychiatry, 59, 72-81.

Werner, E. E., & Smith, R.S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.

Social and Emotional Development

Bandura, A. (1967). The role of modeling processes in personality development. In W. W. Hartup & N. L. Smothergill (Ed.s). The young child: Reviews of research (pp. 42- 67). Washington, DC: NAEYC.

Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.

Erikson, E. H. (1980). Identity and the life cycle (2d ed.). New York: Norton.

Freud, S. (1949). An outline of psychoanalysis (J. Strachey, Trans.). New York: W. W. Norton. (Original work published in 1940)

Kegan, R. (1982). The evolving self. Cambridge, MA: Harvard University Press.

Lefkowitz, M. M., Eron, L. D., Walder, L. O., & Huesmann, L. R. (1977). Growing up to
be violent: A longitudinal study of the development of aggression. NY: Pergamon
Press.

Cohen, J. (Ed.). (1999). Educating minds and hearts: Social emotional learning and the passage into adolescence. Alexandria, VA: ASCD.

CE101 UNIT 9 ASSINMENT
KUcampus.kaplan.edu







Presentation of Learning


This Assignment assesses the following outcomes:

CE101-1: Describe the foundations necessary to provide safe, healthy, high-quality care for young children.

CE101-4: Discuss the role of ongoing professional growth and education in the development of an early childhood professional.

GEL-8.2: Use principles of sound reasoning.

GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English.

Your Unit 9 Assignment is an opportunity for you to apply the knowledge and strategies that you explored this term. CE101 Unit 9 Assignment Directions:

Use the CE101 Unit_9 Early Childhood Development Philosophy template in Doc Sharing for this Assignment:



Download the template onto your computer. Please be sure to use the ?save as? feature and store the file using your first initial, last name, course number and the title of the Assignment. Example: Jdoe_CE101 Unit 9 Early Childhood Development Philosophy Assignment.

Write a 5 paragraph essay that explains your philosophy on early childhood development. Please refer to the guidelines from the Web resource on writing your own early childhood development philosophy found in the Reading from Units 1?9 in this course. Using the insights gained from this course, along with the optional readings for this week to create your own philosophy of early childhood development philosophy.

Within your philosophy include the following:

?Introduce yourself and the role will you play in the lives of the young children you serve.
?Second paragraph should include ways to support the families you serve (i.e., communication, knowledge of services available to help families in your community, early intervention services, etc.).
?Third paragraph includes a vision of an ideal early childhood learning environment that adheres to the guidelines of your state regarding caring for the young child. Please include information about learning styles and multiple intelligences in your writing.
?Fourth paragraph includes the professional development opportunities that you will take to stay up to date on your skills and knowledge of early childhood development.
?Write a conclusion that describes your ethical responsibility to children as it applies to your vision of early childhood development and your career goal.

Be sure to use an in-text citation and a full reference to credit the original author for his or her ideas.

Please list the full references for all of the resources used in this essay on the reference page. The reference page should be the last page of your assignment. The following resources should be useful in writing your philosophy on early childhood development.

Resources to learn about IFSP and Service Coordination:

Nebraska?s IFSP?s Web. (n.d.) What is an IFSP? Retrieved from http://www.ifspweb.org/what_is.html

Nebraska?s IFSP?s Web. (n.d.) Services Coordination. Retrieved from http://www.ifspweb.org/coordination.html

Remember to add supporting citations making connections to your Reading for Unit 9 throughout your paper as appropriate.

DO NOT WANT THIS WRITER LAURALINSLEY:
Paper ON EARLY CHILDHOOD DEVELOPMENT IN THE SINGAPORE CONTEXT
Write why moral development in a preschool is valued. Why its important for the child, family, the culture at large this aspect of development is supported. Support this to 3 journal articles. Drawing on these material consider how your understanding of this development illustrates the cultural nature of development.Conclude with a paragraph that summaries the aspect of development/learning in relation to its importance in a Singapore preschool and its theoritical explanations. Harvard references & full address. Paper in simple english, succinct

Below, please find syllabus for your review that will enable you to navigate through the assignment. Only relevant references from text books and reccomended reading should be used throuout the paper. Major Developmental theories that must be used when evaluating Asher Lev are:

Piaget (Miller article) and begin Erickson (The Eight Ages of Man)
Freud, Berzoff, J. Drive Theory and Schamess , G.s Structural Theory (1996) In Inside Out and Outside In: Psychodynamic Clinical Theory and Practice.)
Winnicott. (The Maturational Process and the Facilitating Environment Chaps: True and False Self and The Capacity to Be Alone.) Also, Mahler/Intelligence (The Separation-Individuation Process and Identity Formation / Neisser, et al Intelligence Known and Unkowns

Immigration/Acculturation (*Anderson, L.P., Acculturative Stress: A Theory of
Relevance to Black Americans) Koplow, L. Developmental Dilemmas of Young
Children of Immigrant Parents. In Child and Adolescent Social Work. 1990)

SYLLABUS

COURSE OBJECTIVES

1. To conceptualize relationships among the individual, family, group, community, environment and organizations, and understand how these systems interact to provide the context for human development from birth, through later childhood.

2. To use and understand theories that describe human development from infancy to late childhood, from a critical perspective.

3. To understand the impact and context of diversity on early human development, with special emphasis on the influences of culture, race, gender, sexual orientation, and social class.

4. To acquire knowledge of contemporary urban problems and their impact on human development from birth through late childhood. These problems include poverty, violence, AIDS and homelessness; as well as the negative consequences of oppression, social injustice, racism, classism and homophobia.

5. To become knowledgeable of the theoretical content describing the developing stages of biological, psychological, cognitive, affective, sexual, social and behavioral domains of functioning from infancy through late childhood.

6. To understand the role of research findings in constructing models of development, and contributing towards the integration of a bio-psycho-social systems perspective of human behavior from infancy through late childhood.

7. To define the stressors and risks that may effect people from birth through late childhood; as well as the compensatory interactions of personal, familial, group, and organizational factors that can mitigate against the negative developmental impact of these factors.
HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT I

Course Description

Human Behavior in the Social Environment I is centered in the bio-psycho-social perspective, which stresses a multi-dimensional view of human development and behavior. This multi-dimensional view of person in the context of the environment takes into consideration the challenges, stressors and life tasks that occur throughout the life cycle. The individual in his/her environment is seen as a unit where component elements can only be understood in their relationship to each other. The course stresses the centrality of culture, race, ethnicity, gender and the socioeconomic environment.

Using systems theory as a critical theoretical underpinning, Human Behavior in the Social Environment I stresses a non-linear view of development in which there is a continuous reciprocal interchange and mutual impact among different systems (individual, family, group, community). A major focus of the course is on development of the human biological, psychological and social structure as it occurs throughout the life span. Human Behavior in the Social Environment I covers the life cycle from birth to late childhood. Human Behavior in the Social Environment II continues from early adolescence to old age.

The course stresses the need for the development of critical thinking throughout, an examination of the gaps in knowledge that exists in developmental theory, and the role that research plays in knowledge building. The linkages of theories to practice and policy implications are also stressed.

Assignments

Human Behavior in the Social Environment I has a midterm and final paper. In order to continue to build on students liberal arts base novels and/or short stories that encompass significant cultural diversity are used as part of final assignments. Assignments are developed to facilitate integration of content and re-emphasize a systems perspective and the bio-psycho-social approach. Students are asked to integrate the knowledge learned into their discussion of a character within their social environment, as portrayed in novels or short stories.
COURSE MATERIALS

Required Texts:

Citizens Committee for Children of New York (2005). Keeping Track of New Yorks Children. New York: Author.
An interactive version now available at www.cccnewyork.org.

Longres, J.F. (2000). Human Behavior in the Social Environment, 3rdEd. United States: Brooks/Cole, Thomson, Inc.

Recommended Texts:

Goldstein, E. (1995). Ego Psychology and Social Work Practice. New York: The Free Press.
(Two Chapters (pp. 53-112) from this book are Required Readings, and it is required in Practice classes).

Long, D.D. & Holle, M.C. (2006). Macro Systems in the Social Environment, 2nd edition. Itasca, Illinois: F.E. Peacock Publishers.

Payne, Malcolm. (2005). Modern Social Work Theory. 3rd Edition. Chicago, Il: Lyceum Books, Inc.
COURSE OUTLINE AND BIBLIOGRAPHY

I. THE SYSTEMS PERSPECTIVE AND THE BIOPSYCHOSOCIAL APPROACH

This section presents the organizing theme that underlies the Human Behavior curriculum and the study of Human Behavior in the Social Environment in particular: the systems approach. Emerging from systems theory, this approach views human behavior as resulting from a multiplicity of both internal and external factors operating in transaction. Viewing the individual within the context of its environment, the systems perspective understands all human behavior as emerging from the complex interactions of the biological-psychological and social domains.

This section will first explain the process of theory building and the view of all theory as social construct. It will then present the basic concepts of systems theory and the dynamics of dialectical interaction and systemic transaction.

The Bio Psycho Social System will be discussed from both its historical perspective and key relevance to social works view of human behavior in the social environment.

Note:
Required readings will be left to the discretion of the Professor and will be assigned from the recommended readings listed below. All other articles are recommended or are supplemental references.

Recommended Readings

Long, D.D. and Holle, M.C. (2006) Macro Systems in the Social Environment (pp.1-22). Macro-systems and their importance and usefulness to the social worker. Itasca, Illinois: F.E. Peacock Publishers

Longres, J.F. (2000). Chapter 1: A Critical Perspective; Chapter 2: A Systems Approach to Human Behavior. Human Behavior in the Social Environment, 3rdEd. (pp. 2-19; 20-46). United States: Brooks/Cole, Thomson, Inc.

II. MAJOR CONTRIBUTING PERSPECTIVES TO THE BIO- PSYCHO- SOCIAL VIEW OF HUMAN DEVELOPMENT


Integrating a wide spectrum of literature that describes the bio-psycho-social matrix within which human development takes place, this section will describe the:

(A) SOCIAL/ENVIRONMENTAL CONTEXT OF DEVELOPMENT

Noting the diversity of ethno-racial, class, and gender experiences; the stratification of community and neighborhood environments; the fluxes of family life in urban centers; the influence of environmental stressors on psycho-social development; and the role of macrosystemic organizational systems in both maintaining and addressing all of these dynamics.

The contribution of:

(B) BIOLOGICAL-PHYSICAL FACTORS

How human behavior evolves within the social environment will be reviewed from both perinatal and development perpectives. Genetic, nutritional and maturational influences on personality temperament, intelligence, psychopathology, gender differences, intelligence and physical disability will be considered, especially with respect to their interaction with environmental deprivation and social minority status.


In the psychological domain, multiple:

(C) PSYCHOLOGICAL THEORIES OF DEVELOPMENT

Will be used to understand how cognition, personality and social development takes place within the socio-cultural environment. Thus theories of cognitive development and language acquisition will be considered, as will human attachment theory, psychosocial theory, psychoanalytic theory(s), and behaviorism/social learning theory. These theoretical frameworks will be considered critically as to their validity in comprehensively explaining developmental processes and their potential integration of value presuppositions about normal development within particular cultural contexts.

II (A) THE SOCIAL/ENVIRONMENTAL CONTEXT OF DEVELOPMENT

1. Beginning Concepts of Race, Culture, Diversity and Gender
2. The Central Role of Community and Organizational Systems
3. Family Life in the Urban Environment
4. The Impact of Environmental Stressors and Social Hazards

II A-1. Beginning Concepts of Race, Culture and Diversity

This section will introduce the influence of variation in class, race, gender, ethnicity and gender orientation on human behavior; especially noting how differences in social power and privilege impact on human developmental processes within social/environmental contexts.

Recommended Readings

*Anderson, L.P. (1991). Acculturative stress: A theory of relevance to Black Americans. Clinical Psychology Review, 11, 685-702.

Armbruster, P., Sukhodolsky, D., and Michelsen, R. (2004) The impact of managed care on childrens outpatient treatment: A comparison study of treatment outcome before and after managed care. American Journal of Orthopsuchiatry, 74 (1), 5-13.

Armistead, L., Klein, K., & Forehand, R. (1995). Parental physical illness and child functioning. Clinical Psychology Review, 15 (5), 409-422.

Bandura, A. (1999). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51 (2), 269-290.

Pinderhughes, E. (1988). Significance of culture and power in the human behavior curriculum. In C. Jacobs & D. Bowles (Eds.), Ethnicity and Race: Critical Concepts in Social Work (pp. 152-166). Silver Spring, MD: NASW.

Rotherman-Borus, M. J. and Wyche, K. F. (1994) Ethnic differences in identity development in the U.S. In S. Archer (Ed.) Interventions for Adolescent Identity (pp. 62-81). Thousand Oaks, CA: Sage.

Saleebey, D. (1992). Biologys challenge to social work: embodying the person-in-environment perspective. Social Work, 37 (2), 112-118.

II A-2. The Central Role of Community and Organizational Systems

This section will present the social/psychological and sociological theories used to assess the social environments within which children develop. This macrosystemic view focuses on the importance of organizations, communities and society in social work assessment, and is aimed to highlight and probe the role of the larger social context in human development.

Recommended Readings

*Brooks-Gunn, J., Duncan, G.J., Klebanov, P.K. & Sealand, N. (1993, September). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99(2), 353-395.

Fellin, P. (1995). Defining communities and community competence; Systems perspectives for understanding communities; The social stratification of communities: class, race and ethnicity (pp. 3-27; 28-38; 58-76). The Community and the Social Worker. Itasca, Illinois: F.E. Peacock Publishers, Inc. (These chapters are also required in the Ethnocultural Issues course).

II A-3. Family Life in the Urban Environment

This segment will highlight the role of the family group as the agent of socialization in the environment. It will describe cultural, racial, class and gender variables in family life, as well as evolving variations in the structure of family units within contemporary urban environments. Changes in family role expectations and economic aspects will be considered, especially in light of the environmental demands posed by urban life.

Recommended Readings

Brooks-Gunn, J., Duncan, G.J., Klebanov, P.K. & Sealand, N. (1993, September). Do
neighborhoods influence child and adolescent development? American Journal of Sociology. 99 (2), 353-395.

Buckner, J.C., Beardslee, W.R., and Bassuk, E.L. (2004). Exposure to violence and low-income
childrens mental health: Direct, Moderated and Mediated Relations. American Journal of Orthopsychiatry, 74 (4), 413-423.

Harrison, A.O., Wilson, M.N., Pine, C.J., Samuel, Q. & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61 (2), 347-362.

Longres, J.F. (2000). Chapter 8: The Family As A Social Institution. Human Behavior in the Social Environment (pp. 200-234). United States: Brooks/Cole, Thomson, Inc.

McKay, M.M., Lynn, C.J., and Bannon, W.M., (2005). Understanding inner city child mental health need and exposure: implications for preparing urban service providers. American Journal of Prthopsuchiatry, 75 (2), 201-210.

McLoyd, V. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.

Morrison-Dore, M., Kauffman, E., Nelson-Zlupko, L. & Granfort, E. (1996). Psychosocial functioning and treatment needs of latency-age children from drug-involved families. Families in Society, 77 (10), 595-604.

Moss, J. & Lockhart, G. (1990). The impact of underemployment and unemployment on the quality of Black family life. In S. Logan, E. Freeman & McRoy (Eds.), Social Work Practice with Black Families (pp.193-202). New York: Longman.

Ortiz, V. (1995). The diversity of Latino families. In R.E. Zambrana (Ed.), Understanding Latino Families: Scholarship policy and practice (pp.18-39). Thousand Oaks, CA: Sage Publications.

Phillips, N. and Straussner, S.L. (2001) Urban Social Work. NY: Allyn & Bacon. (Chapter 2, Human Behavior in the Urban Environment).

II A-4. The Impact of Environmental Stressors and Social Hazards

This segment will describe the complex influences of environmental deprivation, poverty, maltreatment, violence and social oppression on human development and behavior. The concept of resilience despite risk will also be considered, together with familial, social, and macrosystemic factors that can mitigate against vulnerability.

Recommended Readings

*Basic Behavioral Science Task Force of the National Advisory Mental Health Council. (1996, January). Basic behavioral science research for mental health: Vulnerability and resilience. American Psychologist, 51(1), 22-28.

Brooks-Gunn, J. (1995). Strategies for altering the outcomes of poor children and their families. In P.L. Chase-Lansdale & J. Brooks-Gunn (E.), Escape from Poverty: What makes a Difference for Children? (pp. 87-117). New York: Cambridge University Press.

Chapman, M.V., Wall, A., and Barth, R.P. (2004). Childrens voices: the perceptions of children in foster care. American Journal of Orthopsychiatry, 74 (3) 293-304.

DiGiuseppe, R. & Tafrate, R.C. (2001). A comprehensive treatment model for anger disorders. Psychotherapy, 38 (3) 262-271.

Garbarino, J. Dubrow, N., Kostelny, K. & Prado, C. (1992). The developmental toll of inner-city life. Children in Danger: Coping with the Consequences of Community Violence (pp.48-66). San Francisco, CA: Jossey-Bass Publisher.

Garmezy, N. (1993). Children in poverty: Resilience despite the risk. Psychiatry, 56(1), 127-136.

*Klebanov, P.K., Brooks-Gunn, J. & Duncan, G.J. (1994, May). Does neighborhood and family poverty affect mothers parenting, mental health, and social support? Journal of Marriage and the Family, 56, 441-455.

Robinson, B.E. & Rhoden, J.L. (1998). Psychological adjustment of children of alcoholics. In Working with Children of Alcoholics: A Practitioners Handbok (pp.52-77). New York: Sage Publications.

II (B) BIOLOGICAL/PHYSICAL FACTORS IN EARLY HUMAN DEVELOPMENT

This section will highlight biological/physical aspects relevant to early development. Reviewed from both perinatal and developmental aspects, genetic, nutritional and maturational influences on temperament, intelligence, gender differences, psychopathology, and physical endowments/disabilities will be considered, especially in terms of how these factors interact with the conditions of poverty and availability of community services to vulnerable populations.

Recommended Readings

Barnet, A.B. and Barnet, R.J. (1998) The Youngest Minds, NY: Touchstone. (Chapter 1: How the brain takes shape).

Chess, S. (1980). Temperament and children at risk. In E.J. Anthony & C. Koupernik (Eds.), The Child in his Family (pp. 121-130). New York: John Wiley & Sons.

Efran, J.S., Greene, M.A. & Gordon, D.E. (1998). Lessons of the new genetics. Family Therapy Networker, 27-41.

*Neisser, U., Boodoo, G., Bouchard Jr., T. J., Boykin, A.W., Ceci, S.J. Halpern, D.F., Loehlin, J.C. Perloff, R., Sternberg, R. J. & Urbina, S. (1996). Intelligence: Known and unknowns. American Psychologist, 51(2), 77-101.

*Osofsky, J. (1995) The effects of exposure to violence in young children. American Psychologist, 50(9), 782-788.

II (C) PSYCHOLOGICAL THEORIES OF HUMAN DEVELOPMENT

1. Understanding Value Assumptions in Developmental Theory Construction
2. Cognitive Development and Language Acquisition
3. Theories of Attachment
4. Psychosocial Theory of Development
5. Psychoanalytic Theories of Development
6. Behaviorism and Social Learning Theory

Recommended Readings

Bowlby, J. (1998). Developmental psychiatry comes of age. American Journal of Psychiatry, 145
(1), 1-10.

Eiden, R.D., Peterson, W., & Coleman, T. (1999). Maternal cocaine use and the care giving
environment during early childhood. Psychology of Addictive Behaviors, 13, 293-302.

Fiona, T. & Wren, B., (2002). Editorial: sexual identity and gender identity: understanding
difference. Clinical Psychology and Psychiatry, 7 (3), 315-319.

Fish, B., & Chapman, B. (2004). Mental health risks to infants and toddlers in foster care. Clinical
Social Work Journal, 32 (2), 121-140.

Fonagy, P. and Target, M. (1998). Mentalization and the changing aims of child psychoanalysis.
Psychoanalytic Dialogues, 8(1), 87-114.

Fontana, V.J. (2004). Our most important task the well-being and protection of children. Journal of Infant, Child, and Adolescent Psychotherapy, 3 (3), 299-302.

Hasan, N., and Power, T.G. (2004). Childrens appraisal of major life events. American Journal of Orthopsychiatry, 74 (1), 26-32.

*Pachter, L.M. & Dworkin, P.H. (1997). Maternal expectations about normal child development in 4 cultural groups. Archives of Pediatrics & Adolescent Medicine, 151(11), 1114-1150.

Perez Foster, R.M., (2005). The new faces of childhood perimigration trauma in the United States. Journal of Infant, Child, and Adolescent Psychotherapy, 4 (1), 21-41.

Phillips, D., Prince, S., and Schiebelhut, L., (2004). Elementary school childrens responses 3 months after the September 11 terrorist attacks: A study in Washington, D.C. American Journal of Orthopsychiatry, 74 (4), 509-528.


II C-1. Understanding Value Assumptions in Developmental Theory Construction

All theoretical and research-based frameworks for understanding human behavior, by definition hold assumptions about what is considered normative within their cultural and historical context. This introductory segment to psychological theories of human development will again alert the student to the presence of centric bias in any form of theory construction.

Recommended Readings

Bruner, J. (1986) Value presuppositions of developmental theory. In L. Cirillo and S. Wapner (Eds.) Value Presuppositions in Theories of Human Development. Hillsdale, NJ: Lawrence Erlbaum Associates.

II C-2. Cognitive Development and Language Acquisition

The evolution of cognitive structures, symbolic language capacity, and psycho-motor functions in young children will be reviewed through both classic Piagetian perspectives, and models developed from contemporary developmental research.

Recommended Readings

Barnet, A.B. and Barnet, R.J. (1998) The Youngest Minds. NY : Touchstone. (Chapter 2: The House of Meaning. Chapter 3: Pathways to language).

Miller, P. (1989) Piagets cognitive stage theory. In P. Miller (Ed.) Theories of Developmental Psychology. NY: Freeman & Co.

Rand Corporation (2005). Early childhood intervention: Proven results/Future promise.

Reid Lyon, G., (1996, Spring). Learning disabilities. The Future of Children Special Education for Students with Disabilities, 6 (1), 54-76.

Robb, B.J. (2003). Changing the future: the story of attachment with a child with special needs. Clinical Social Work Journal, 31 (1), 9-24.

II C-3. Theories of Attachment

The key role of the familial caregiver in the childs emotional development and survival will be considered from the perspective of Bowlbys ethnological theory as well as from perspectives that have articulated variable patterns of attachment between child and caregiver. Contemporary research on early infant maternal-infant interactions will also be reviewed.

Recommended Readings

*Bowlby, J. (1988) Developmental psychiatry comes of age. American Journal of Psychiatry, 145(1), 1-10.

Karen, R. (1998) Becoming Attached. NY: Oxford University Press. (Chapter 10: Ainsworth in Uganda. Chapter 11: The Stranger Situation. Chapter 12: Ainsworths American Revolution).

II C-4. Psychosocial Theory of Development

Eriksons developmental theory holds an important role in social works view of human behavior within the context of the social environment. His psychosocial developmental framework emphasized that the demands of society at each stage of human growth, not only promoted the development of a unique personality, but also ensured that individuals acquire attitudes and skills that help them become active, contributing members of their society.

Recommended Reading:

Erikson, E. H. (1963) Childhood and Society. NY: Free Press. (Chapter 7) Eight Ages of Man.

Rogoff, B. and Chavajay, P. (1995). Whats become of research on the cultural basis of cognitive development? American Psychologist, 50, 859-877.

Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: Security in the United States and Japan. American Psychologist, 55, 1093-1104.

Schore, A.N. (2001). The effects of an early relational trauma on the right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22, 201-269.

Schore, A.N. (2001). The effects of a secure attachment relationship on right brain development , affect regulation and infant mental health. Infant Mental Health Journal, 22, 7-66.

Shilkret, C.J. (2005). Some clinical applications of attachment theory in adult psychotherapy. Clinical Social Work Journal, 33 (1), 55-68.

II C-5. Psychoanalytic Theories of Development

Beginning with Freuds psychosexual theory of development, the psychoanalytic movement spawned multiple theoretical perspectives about human behavior, all of which believe in the central role of unconscious processes in general psycho-social functioning. These perspectives include ego psychology, which emphasizes adaptive personality functioning in the environment; and object relations theory which stresses the deep wish for human connection in all people.

Recommended Readings

Berzoff, J.s Drive theory and Schamess, Gs Structural theory (1996). In J. Berzoff, L.M. Flanangan & P. Hertz (Eds.), Inside Out and Outside In: Psychodynamic Clinical Theory and Practice in Contemporary Multicultural Contexts. Pp. 17-47; 49-66. New Jersey: Jason Aronson, Inc.

Winnicott, D.W. (1965). The Maturational Processes and the Facilitating Environment: Studies in the theory of emotional development. Ct: International University Pres. (Relevant chapters to be assigned by instructor)

II C-6. Behaviorism and Social Learning Theory

Models of human behavior that view learning as the result of consistent exposures to events in the social environment will be reviewed with an emphasis on early childhood learning, cross-cultural and cross-class differences in early stimulus exposure, and the role of child observational learning of violent contexts.

Recommended Readings

Berk, L. (1997) Child Development. Boston: Allyn and Bacon pp. 16-18 (Chapter 1: Behaviorism and Social Learning Theory. Chapter 4. pp. 123. (Infancy Early Learning)


III. PERINATAL, INFANT AND EARLY CHILDHOOD PERIODS (INTEGRATED BIO-
PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES)

Section III directly builds on the theoretical and research-based frameworks presented in section (II). The perinatal, infant and early childhood periods will now be studied within their bio-psycho-social matrices in much more detail and integrated depth. There will also be more focused presentation of cross-cultural differences in developmental trajectories, parenting styles, childrearing attitudes and needs/utilization of community services for this early developmental period.

Biological-Physical aspects of early life will consider infant mortality in communities of poverty; the consequences of substance abuse, poor nutrition, poverty and parental stress on prenatal and early development; constitutional strengths and vulnerabilities; maturational changes resting on physical development; and physical handicaps and illness in early development.

Community/Organizational factors, will consider: the impact of poverty and social disenfranchisement on early childhood development; the availability of community services for families with young children; and culturally syntonic programmatic service development for ethnic families.

The complex Psychological factors relevant to this early stage will explore the early roots of attachments and relationships; differentiation and integration of affective development; cognitive development and language learning; the early roots of gender development; the growth of curiosity and environmental mastery; the evolution of subjectivity; and the development of sexual awareness. Furthermore, a comparison of the various psychological theories of infant/toddler development will be conducted with reference to both their explanatory power and cross-cultural relevance.

Expanding on the integrated psycho-social growth of this early period, this section will address the influence of Social/Familial factors such as: familial structure, social supports and caretaker arrangements; arrangements; the consequences of socially determined environmental insults; sociocultural influences and variation in childrearing; familial contexts and styles of nurturing; the influence of social, cultural and familial values on learning and socialization; beginning peer relationships; play and social networks; racial and ethnic identity development; influence of social networks and preschool environments in gender and social role behaviors; growth of adaptation and coping capacities; effects of sexual abuse on development; and parental and familial adjustment to a disabled child.

Recommended Readings

Applegate, J. (1993, Feb.). Winnicott and clinical social work: A facilitating partnership. Child and Adolescent Social Work Journal 10, 3-19.

Hodapp, R.M. (1997). Developmental approaches to children with disabilities: New perspectives, populations, prospects. In S. Luthar, J. Berrack, D. Cicchetti, and J. Weiss (Ed.), Developmental Psychopathology, Cambrige, UK: Cambridge University Press.

Lyons-Ruth, K. (1991). Rapprochement or approachement: Mahler's theory reconsidered
from the vantage point of recent research on early attachment relationships.
Psychoanalytic Psychology, 8, 1, 1-23.

Katz, P. A. and Kofkin, J. A. (1997) Race, gender and young children. In Luthar, S. et al (Eds.) Developmental Psychopathology. Pp. 51-74. Cambridge, UK: Cambridge University Press.

Kim, U. & Choi, S-H. (1994). Individualism, collectivism, and child development: A Korean perspective in P.M. Greenfield & R.R. Cocking (Eds.), Cross-cultural Roots of Minority Child Development (pp. 227-257). Hillsdale, N.J.: Lawrence Erlbaum Associates Publishers.

Kobayasjhi, J.S. (1989)). Depathologizing dependency: Two perspectives. Psychiatric Annals, 19 (12), 653-658.

Koplow, L. & Messinger, E. (1990). Developmental dilemmas of young children of immigrant parents. Child and Adolescent Social Work, 7 (2), 121-134.

Long, D.D. and Holle, M.C.: (2006) Macrosystems in the Social Environment, Itasca, Illionois: F.E. Peacock Publishers. (Chapter 2, Infancy, Chapter 3, Preschool Children).

Mahler, M. & McDevitt, M. (1980). The Separation-individuation process and identity formation. In S. Greenspan & G. Pollock (Eds.), The Course of Life, Vol. 1 (pp. 395-406). Washington, D.C.: U.S. Government Printing Office.

Pattatucci, A. M. (1998) In C. Patterson and A. D. Augelli (Eds.) Biopsychosocial interactions and the development of sexual orientation. Lesbian, Gay and Bisexual Identities in Families. NY: Oxford University Press.

Spillane-Grieco, E. (2000). Cognitive-behavioral family therapy with a family in high-conflict divorce: a case study. Clinical Social Work Journal, 28 (1), 105-119.

Weinberg, L. (1991). Infant development and the sense of self: Stern vs. Mahler. Clinical Social Work Journal, 19(10), 9-22.
*Wodarski, J., Kurtz, D., Guadin, J. & Howing, P. (1990). Maltreatment and the school-age child: Major academic, socioemotional and adaptive outcomes. Social Work, 35(6), 506-513.

Wren, B. (2002). I can accept my child is transsexual but if I ever see him in a dress Ill hit him: dilemmas in parenting a transgendered adolescent. Clinical Psychology and Psychiatry 7 (3) 377-397.


IV. MIDDLE AND LATE CHILDHOOD: INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES

Continuing to build on the theoretical and research-based frameworks presented in section (II), the middle and late childhood periods will be considered within their bio-psycho-social matrices in more detail and integrated depth in this section. There will be more consideration of cross-cultural differences in developmental courses, parenting styles and childbearing attitudes, as well as examination of the role of community /organizational systems in the lives of young children. Critical examination of developmental theories will continue, especially with respect to their explanatory power with children from diverse socio-ethnic communities.

The domain of Biological-Physical Factors, will consider the unique physical, psycho-motor and cognitive growth that is part of middle childhood and sets the stage for prepubertal change. Important changes in the Psychological domain will be considered such as skills training, the growth of adaptive coping mechanisms, and the enhanced sophistication of conceptual abilities. Furthermore, social and gender roles and the increasing emergence of gender differences in several areas of functioning will be understood from an integrated bio-psycho-social perspective, as physical differences are considered in dialectical interaction with the forces of social role expectation and environmental reinforcement.

A consideration of the complex Social Factors that influence middle childhood development will address: the childs entry into the wider community of social networks and peer relations; the specific character of schools and other social organizations that impact on development; developmental consequences of the real-world status of the family (ethnicity, family structure, social class, etc.); possible value conflicts between home/community; schools as socialization agents and social-sorting systems; social issues pertinent to development and patenting in the urban community; cross cultural variations on development and child-rearing behaviors; and the impact of parents working lives on middle childhood youngstes.

Recommended Readings

Belle, D. (Ed.) (1989). Gender differences in childrens social networks and supports. Childrens Social Networks and Social Supports (pp. 173-188). New York: John Wiley & Sons.

Kim, W.J., Kim, L. & Rue, D.S. (1997). Korean American Children. In G. Johnson-Powell & J. Yamamoto (Ed.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 183-207). New York: John Wiley & Sons, Inc.

Lung, A.Y. & Sue, S. (1997). Chinese American Children. In G. Johnson-Powell & J. Yamamoto (Eds.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 208-236). New York: John Wiley & Sons, Inc.

*Morrison-Dore, M., Kauffman, E., Nelson-Zlupko, L & Granfort, E. (1996). Psychosocial functioning and treatment needs of latency-age children from drug-involved families. Families in Society 77 (10), 595-604.

Ranganath, V.M. & Ranganath, V.K. (1997). Asian Indian Children. In G. Johnson-Powell & J. Yamamoto (Eds.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 103-125). New York: John Wiley & Sons, Inc.


V. LOSS AND BEREAVEMENT IN CHILDRENS LIVES

Parental death and traumatic losses are the experiences of many thousands of children in the U.S., especially those who live in poverty. The increase of violence in communities, and the rising mortality rates from the AIDS epidemic, are rendering many children both traumatized and potentially derailed from their developmental tasks. This section will consider the concept of trauma in childhood, and the repercussions of parental and familial loss; noting especially the process of grief and bereavement during the developing childhood years.

Recommended Readings

James B. (1994). Human attachments and trauma. In Handbook for Treatment of Attachment-Trauma Problems in Children (pp. 1-16). New York: Lexington Books.

Norris, D.M. & Spurlock, J. (1993). Separation and loss in African American children: Clinical perspectives. In A.C. Gaw (Ed.), Culture, Ethnicity, and Mental Illness (pp. 175-188).

Shapiro, E.R. (1994). Bereavement in childhood: Child grief as a systemic developmental process. In Grief as a Family Process: A Developmental Approach to Clinical Practice (pp. 71-86). New York: Guilford Press.

Siegel, K. & Freund, B. (1994). Parental loss and latency age children. In B.O. Dane & C. Levine (Eds). AIDS and the New Orphans: Coping with Death (pp 43-58). Westport, CT.: Auburn House

Recommended Readings:

II A-1 BEGINNING CONCEPTS OF RACE, CULTURE AND DIVERSITY

Espin, O.M. & Gawelek, M.A. (1992). Womens diversity: Ethnicity, race, class and gender in theories of feminist psychology. In L. S. Brown & M. Ballou (Eds.)., Personality and Psychopathology: Feminist Reappraisals (pp.88-107). New York: The Guilford Press.

Williams, T. & Kornblum, W. (1991). A portrait of youth: Coming of age in Harlem public housing. In National Urban League (Eds.), The State of Black America, 1991 (pp.187-207). New York, National Urban League Inc.

II A-2 THE CENTRAL ROLE OF COMMUNITY AND ORGANIZATIONAL SYSTEMS

Long, D.D. and Holle, M.C. (2006), Macro-Systems in the Social Environment, Itasca, Illinois: F.E. Peacock Publishers Inc., (Chapter 1: Macro-systems: Their importance and Usefulness to Social Workers).

II A-3 FAMILY LIFE IN THE URBAN ENVIRONMENT

Belkin, L. The Lessons of Classroom 506. New York Times Magazine. New York: Sep 12, 2004 40-53.

*Harrison, A.O., Wilson, M.N., Pine, C.J. Samuel, Q. & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61(2), 347-362.

II A-4 THE IMPACT OF ENVIRONMENTAL STRESSORS AND SOCIAL HAZARDS

*Armistead, L., Klein, K. & Forehand, R. (1995). Parental physical illness and child functioning. Clinical Psychology Review, 15 (5), 409-422.

Citizens Committee for Children of New York (2005). Keeping Track of New Yorks Children. New York: Author.

*Reid Lyon, G. (1996, Spring). Learning disabilities. The Future of Children: Special Education for Students with Disabilities, 6 (1), 54-76.

Sameroff, A., Seifer, R. T. & Todd Bartko, W. (1997). Environmental perspectives on adaptation during childhood and adolescence. In S. Luthar et al (Eds.) Developmental Psychopathology. Cambridge, UK: Cambridge University Press.

Segal, E. & Gustavsson, N. (1990). The high cost of neglecting children: The need for preventive policy agenda. Child and Adolescent Social Work, 7 (6), 475-485.

*Straus, M.A. Sugarman, D.B. & Giles-Sims, J. (1997). Spanking by parents and subsequent antisocial behavior in children. Archives of Pediatric & Adolescent Medicine, 151, 761-767.

II (B) BIOLOGICAL/PHYSICAL FACTORS IN EARLY HUMAN DEVELOPMENT

Burns E. & Arnold , L.E. (1990). Biological aspects of stress: Effects on the developing brain. In L.E. Arnold (Ed.), Childhood stress (pp. 73-107). New York: John Wiley & Sons.

Novosad, C. and Thoman, E. (1999) Stability of temperament over the childhood years. American Journal of Orthopsychiatry, 69, 457-464.

*Saleebey, D. (1992). Biologys challenge to social work: embodying the person-in-environment perspective. Social Work, 37 (2), 112-18.

II C-2. COGNITIVE DEVELOPMENT AND LANGUAGE ACQUISITION

*Rogoff, B. and Chavajay, P. (1995) Whats become of research on the cultural basis of cognitive development? American Psychologist, 50(10), 859-877.




III. PERINATAL, INFANT AND EARLY CHILDHOOD PERIODS (INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES)

Beavers, J. (1989). Physical and cognitive handicaps. In L. Combrinck-Graham (Ed.), Children in Family Contexts (pp. 193-212). New York: The Guilford Press.

White, R. (1960). The competence model of Robert W. White. In Proceedings from the Symposium on Motivation. Nebraska: University of Nebraska.

IV. MIDDLE AND LATE CHILDHOOD: INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES

Gilligan, C. & Wiggins, G. (1988). The origins of morality in early childhood relationships. In C. Gilligan; J. Ward; J. Taylor & B. Bardige (Eds.), Mapping the Moral Domain (pp. 111-137). Cambridge, Mass: Center for the Study for the Study of Gender, Education and Human Development, Harvard University Graduate School of Education.

Ho, D.Y.F. (1994). Cognitive socialization in Confucian heritage cultures. In P.M. Greenfield & R.R. Cocking(Eds.), Cross-cultural Roots of Minority Child Development (pp. 285-313). Hillsdale, N.J.: Lawrence Erlbaum Associates.

Johnson, J. (1990). Forgotten no longer: An overview of research on children of chemically dependent parents. In T. Rivinus (Eds.), Children of Chemically Dependent Parents (pp. 29-54). New York: Brunner/Mazel.

Long, D.D. and Holle, M. C. (2006) Macrosystems in the Social Environment, Itasca, Illinois: F.E. Peacock Publishers. (Chapter 4: Children of School Age).

Mackelprang, R. and Salsquiver, R. (1999). Disability Adversity Model Approach in Human Service Practice. N.Y.: Brooks/Cole Publishing Co., (Chapter 4: Human Development in the context of disability birth to twelve years of age).

Mary, N. (1990) Reactions of Black, Hispanic and White mothers to having a child with handicaps. Mental Retardation,28, 1-5.

*Wilson, M. (1989). Child development in the context of the black extended family. American Psychologist, 44 (2), 380-385.

V. LOSS AND BEREAVEMENT IN CHILDRENS LIVES

Deveau, E.J. (1995). Perceptions of death through the eyes of children and adolescents. D.W. Adams, & E.J. Deveau (Eds.), Beyond the Innocence of Childhood: Factors Influencing Children and Adolescents Perceptions and Attitudes Toward Death (pp. 55-92). New York: Baywood Publishing Co.

Nagler, S.F., Adnopoz, J. & Forsyth, B.W. (1995) Uncertainty, stigma, and secrecy: Psychological aspects of AIDS for children and adolescents. In S. Geballe, J. Guendel & W. Andiman (Eds.) Forgotten Children of the AIDS Epidemic (pp. 71-82).

Assignment

The final paper for Human Behavior in the Social Environment is based on "My Name is Asher Lev". The paper should reflect your ability to discuss and integrate the followng:

The various theories and perspectives on human behavior in the social environment that been studied this semester
Social factors such as gender, economic circumstances, race, ethnicity, and the cultural context.
It is also anticipated that your paper will represent an understanding of biological, psychological, and social forces that affect individual growth and development.
The paper should move beyond mere description into a dynamic analysis of themes and conflicts presented in the novel, and it should incorporate systems theory.
Evidence of readings and relevant videos should be integrated throughout the paper. Avoid direct quotations from readings, but rather pull ideas from them and integrate them, along with your own critical thinking, into your own paper.
_____________________________________________________
Relavant textbook chapters will be faxed to the number that you will provide. For any questions or clarifications please email.









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INSTRUCTION Overview
This should be a 15-page reflective paper evaluating your knowledge of the various aspects of the field of lifespan development at the beginning of the course as contrasted to your thinking at the end of the course. You will synthesize your own view of lifespan development based on your specialization, theory, research, and your own beliefs. The Planning Worksheet that you develop throughout the course should give you much of the material you need to complete this project.
Keep the following in mind as you write your paper:
1. Consider prenatal, infancy, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, and late adulthood in your paper.
2. Be sure to synthesize the influence theories have had on your thinking. For example, Piaget theories of development could have influenced the thinking of educators in the development of learning strategies.
3. Evaluate how early stages often influence later outcomes. For example, the influence of teratogens during the prenatal phase can influence later brain development, which could influence how a person learns, which may impact career success obtained, which could then lead to frustration tolerance issues for a person as an adult.
4. Evaluate how you can use what you now know about the various elements and how they influence each other in planning interventions in your specialization.
5. It is critical that you use developmental research as a basis for the conclusions you draw.
Your paper should be formatted according to APA (6th ed.) style and formatting guidelines; however, due to the reflective nature of this assignment, it is acceptable to use first person. Include at least 10 scholarly sources formatted according to APA.
Project Objectives
To successfully complete this project, you will be expected to:
1. Synthesize theory and research into a comprehensive view or approach to lifespan development based on a particular specialization.
2. Support view with theory and current scholarly research related to a specific approach of human development across the lifespan.
3. Analyze how your view of lifespan development has changed throughout the course.
4. Use well-developed written communication; successfully implement APA style.
.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA (6th ed.) style and formatting.
Number of resources: Include a minimum of 10 resources.
Length of paper: 15 typed double-spaced pages.
Font and font size: Arial, 12 point.
1 MARGIN FOR TOP, BOTTOM AND SIDES


I NEED TWO MORE PAGES, ALONG WITH ANOTHER SOURCES.LET THIS ONE SOURCE TOP ON ALLL SUB HEADING. PLEASE REVIEW AND MAKE SURE THAT APA is DONE IN the 6th edition VERSION. PLEASE ADD A LIITLE MORE TO THE CONCLUSION.




Life-Span Development: From Birth to Death

Abstract: Ones personal, physical and emotional development is cumulative. The nature of experiences and development during each state of the life-span will have an impact on how subsequent stages are experienced for better or for worse. The following is a concise overview of the changes and normative patterns relating to the life-span. Thus, the discussion will provide a brief examination of each phase, including the prenatal, infancy, early childhood, middle childhood, adolescence, young adulthood, middle adulthood and late adulthood stages. This will contribute to a general understanding of the way that experiences, exposures and environments will impact one throughout ones life.

Introduction:
The process of human development is assessed according to multiple phases, each of which carries its own distinct set of expectations in terms of emotional growth, psychological development, physical maturation and social awareness. With each phase will also come a distinct set of life cycle considerations and a set of both socially and self-imposed pressures to participate in certain rites and elements of the life cycle. The intercession of these realities produces what are referred to in psychology and sociology as the stages of development. These will tend to be distinguished from one another in a normally developing individual by an array of physical, mental and sexual changes that will significantly shape the course of ones life. The concept of emotional development is described in Erik H. Eriksons 1963 text, Childhood and Society. Here, the sociologist asserts that the ability of ones parents during the formative stages of life to earn the infants trust will impact directly the success of his development. To the point, in elucidating the stages of emotional development which contribute to the mental and psychological growth of a human being, Erikson pays a great focus to the matter of trust and nurturing.

Prenatal:
The womb is this first place that a baby knows. During the later parts of pregnancy, when the cerebral cortex has developed and the fetus begins to gain a sense of awareness, recognition and tactile sensation, the environment provided by the womb is critical to development. The unborn child will be impacted by the safety, health and equanimity of this environment or by any conditions to the contrary. To this end Syncresis (2009) indicates that there is a deep interconnection between the emotional orientation of the mother and the fetus, explaining that the emotionality of the mother carries the implicit potential for a profound influence on the child-to-be. If the mother is constantly anxious, fearful, depressed ??" or joyfully ecstatic ??" the embryonic child-body will be grown and molded by this prevailing affective environment and will be subtly but inexorably conditioned and programmed to live with and to process in utero, whatever emotional experience passes through the mother. (Syncresis, 1) This provides a consistent foundation for what is likely to occur during the childs infancy as well.

Infancy:
In infancy, the first crucial human relationship which a person has is that which he shares with his mother, already established in the prenatal stage. It is within the confines of this relationship that a child may be expected to develop feelings of security. In his text, Erikson asserts that the firm establishment of enduring patterns for the solution of the nuclear conflict of basic trust versus basic mistrust in mere existence is the first task of the ego, and thus first of all a task for maternal care. (Erikson, 249) This, he explains, is what enables the child to begin to experience a sense of comfort even while achieving an awareness of his dependency on others. Constituted by the certainty that though she has left the room, the mother will soon return, a child comes into a sense of himself as he relates to other people according to the parameters of this first relationship. Trust, in this context, may be interchanged with confidence, which the sociologist explains is a virtue gained on the strength of ones ability to first trust others and then, with maturation, trust himself.
As we explore throughout this discussion, the manner in which one experiences each of the stages of development, Erikson believed, will have a cumulative effect on the individual. Thus, in infancy, we find that these issues of trust and comfort are absolutely imperative to the healthy development of the child. The absence of these can have stultifying, even emotionally devastating effects on the development of the individuals ego-orientation. According to Harder (2002), stated that if one fail to develop trust with persistent frustration due to one needs not met, will end up with a sense of worthlessness and do not feel secure with the environment one is in. However, researchers found that suicides and suicide attempts correlate with the early years in development of simple acceptance that the world is trustworthy and individual are support to be here (Harder, 2002).

Early Childhood:
As the extreme consequences potential in this period denote, he rate of early childhood development is impacted as much by its environmental surroundings as by its individual capabilities. With the right framework and support structure, it is possible to facilitate the proper socialization in a child, thus encouraging the appropriate development of physical, emotional and cognitive abilities. Likewise, a suitable setting for these faculties would offer a stable test sample by which to measure individual progress. The home environment is a key role-player in shaping the early capabilities of children toward all manner of induction, socialization and emotional stability as are the first social contexts into which a child is entered. Eriksons view on early childhood was that this is a period of extremely dynamic integration of stimuli. Erikson formulates that at this stage one will learn to accept and work on master skills themself. Learning to walk, talk and feed one self, they learn finer motor development, in addition, to toilet training. Self-esteem and autonomy develops which will help the individual to learn and gain control over our bodies while acquiring new skills. (Harder, 2002).

Middle Childhood:
The effectiveness with which the child is able to navigate this period will lead to the phase known as middle childhood, which is distinguished by the first identification of paths toward validation through the nurturing of positive personal relationships. The social tendencies, the loyalty and the dedication which conform with the development of complex ethical cognizance will all play a part in a phase of development which demands the refinement of social instincts, promoting the composition of problem-solving skills and demanding participation in more formal social activities, serving as an ideal lens through which to reflect on the early emergence of either talents or handicaps which would mold future learning patterns. Here, the schema encountered through ones early childhood may be integrated into more meaningful and self-directed views of the world.
According to Huitt (2003) behavior (adaptation to the environment) is controlled through mental organizations called schemes that the individual uses to represent the world and designate action. This adaptation is driven by a biological drive to obtain balance between schemes and the environment (equilibration). (Huitt, 1) It is during this phase of middle childhood that we begin to develop an understanding of moral schemes as something more complex than simply that which is defined by consequences. This conforms to Piagets idea about moral growth as it coincides with the stages of development. This research found that at about 10 or 11 years, moral thinking in children will endures modifications. However, the younger the child their moral judgments are based on consequences, and older children are more of intentions. An example, young children making a comparison between a child breaking 15 cups and another only breaking 1 cup trying to help their mother, with this the young child will believe that breaking 15 is worse than 1. The young child studies the amount of damage and consequences. The older child will studies the motives of what when wrong in trying to helping his mother (Crain, 1985)
Adolescence:
Accordingly, this is a point in individual personal development in which we are able to observe the intrinsic value of actions and decisions rather than simply viewing them in terms of personal repercussions. This leads into a greater sense of the world as separate from ourselves. In the segue into adolescence, we begin to view ego orientation separately from society, ethical coding and the formation of relationships both formal and information. The period of our lives which passes between the ages of 12 and 20 is subject to a remarkable array of changes. During this time, one passes from childhood through adolescence and into early adulthood. This is a period especially distinguished by puberty and all which that implies. As KGI (2007) indicates, dramatic physical changes are the hallmark of early adolescence and these physical changes are important to your adolescent. They signify that he or she is developing like his or her peers. (KGI, 1)
Individuals will notice significant changes in themselves in terms of physical alteration, emotional tumult and sexual awareness. This will tend to manifest most concertedly in ones relationship to such social contexts as school, family and neighborhood. And to the point, this adolescent period is an important time in terms of cultivating a loose but increasingly intimate social network. This conforms with general research on this stage of development, which is highlighted by a transition from a life dominated by home and family to one increasingly more divided to the pursuits of school, extra-curricular activity, athletic team membership and information social gathering. These tend to function as substitutes in certain areas where previously only the family fulfilled certain needs.

Young Adulthood:
During this stage the young adult is more focus on consistent with expectations intimately with others. They explore relationships and commitments with other than parents or family members. When one is successful in this stage, this will lead to happy relationships and sense of commitment, security, and care within their relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. (Waters, 5) It is also at this point that one begins to develop what can be considered to be a moral compass to be applied where dilemmas and internal conflicts are encountered.
Again, this is an age where a growing awareness of personal identity, combined with a clearer insight into the ethical implications of our actions as described earlier, helps us to project ideas about that which we might like to accomplish in our lives. Though career aspirations will typically change in nature many times for some people, this is an age where the path begins to grow slightly clearer. According to Waters (2008), during adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. (Waters, 5)
Identity is perhaps the key function of ones transition into early adulthood. This is a period which is often extremely tumultuous due to the social constructs which surround it. Particularly, it is here that expectations are foisted upon the individual to enter into a career and to achieve financial independence. Young adulthood is a moment which Erikson argues is impacted by a bevy of expectations and the sense that one must live up to these expectations without a fully developed sense yet of how to accomplish this. Accordingly, Wilder (2003) tells that writers, such as Harville Hendricks have developed descriptions of what adults are like if they get stuck at one of these developmental crises. Hendricks particularly focuses on the effects which getting stuck produces in love relationships and mate selection. Notice the importance of this connection between the failure to grow up properly and adult life. Omitting or distorting any stage of development will produce a deficit in all the stages that come afterwards. Once again we see the power of a hierarchical model, this time of maturation. (Wilder, 7)
To this point, Erikson points us toward the consideration of the pressures implied by the need to select a mate, engage in a fulfilling romantic life, to establish meaningful and satisfying friendships within ones peer group and to being the process of starting a family. These preoccupations and the success with which one is able to satisfy them will often be determinant in the capacity of individuals to mature properly into adults with the capacity for healthy and mutually fulfilling relationships. As Erikons framework reports, If negotiating this stage is successful, we can experience intimacy on a deep level. (Harder, 1) By contrast, a failure to successfully negotiate this state will yield some critical shortcomings in ones ability to be a suitable mate, an effective provider or a capable partner in parenting.

Middle Adulthood:
As we consider the transition into middle adulthood, this seems a useful point upon which to restate the overarching importance of Erkisons view on the cumulative nature of development, denoting that there is a direct correlation between ones healthy experience of all the normal stages of development and ones long term mental health, stability and functionality. Among the normal stages of development that one must go through, the desire to establish ones self professionally, financially and romantically is crucial. For the young adult, this pressure should serve as a motivation for diligent work and conscientious reflection on both career and personal aspirations.
Middle adulthood, according to available research, seems to bring about a set of developmental changes that, in the healthy and functional individual, may best be described as the refinement and solidification of certain personality features. Though some disagreement amongst sociologists and psychologists has persisted with regard to the extent to which adult characteristics actually change during the transition into middle adulthood, it seems most reasonable to claim that some personality traits are subject to change while other traits may be more rooted in individual tendencies which are not subject to change. (Srivastava et al, 1041)
This confirms Eriksons view that middle adulthood is a crucial point at which many of the tensions between ego orientation and the limitations of youth should be resolved. Here, the Harder text denotes that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to be in charge, the role we've longer envied. (Harder, 1) It is thus that self-actualization will have become very important during this period to individuals. Indeed, Erikson indicates that a primary risk to the emotional health of adults during this stage is the continuing need to find meaning and to be fulfilled in the way that one occupies ones time. Erikson warms that this is especially true as critical relationships are altered. Particularly, the relationship between parenting and ones sense of self-actualization is altered when children mature to the point of leaving the house. Here marks a challenge for the adult to achieve or retain a sense of meaning independent from this critical role as a parent, nurturer and provider.

Late Adulthood:
In a sense, this brings our discussion to consideration of the single most important premise expressed in Eriksons theoretical model. Namely, the transition from middle adulthood into late adulthood is a critical nexus at which the developmental preparation experienced by the individual will predict his or her relative success in life. Accordingly, Harder tells that Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity. (Harder, 1)

Conclusion:
This view of integrity is also what Erikson argues would allow individuals to make the final emotional and psychological preparations for the terminal stages of life. Healthy development and the achievement of self-actualization during adulthood would significantly factor into the ability of the individual to cope with the reality of his or her own mortality. For those who have achieved the meaning and identity required for personal contentment, Erikson argues that this stage should bring about a sense of acceptance for the inevitable.




References:

Crain, W.C. (1985). Theories of Development. Prentice-Hall.

Erikson, E.H. (1963). Childhood & Society. W & M Morton & Co.

Harder, A.F. (2002). The Developmental Stages of Erik Erikson. Learning Place Online.

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Valdosta, GA: Valdosta State University: Educational Psychology Interactive.
KGI. (2007). Growth Milestone-12 Years: Declaration of Independence. Kids Growth.

Srivastava, S.; John, O.P.; Gosling, S.D. & Potter, J. (2003). Development of Personality in Early and Middle Adulthood: Set Like Plaster or Persistent Change? Journal of Personality and Social Psychology, 84(5), 1041-1053.

Syncresis. (2009). Prenatal Emotional Development. Jai Daemion.
.
Waters, E. (2008). Ego Psychologists: Erik Erikson. Stony Brook University.

Wilder, J. (2003). The Theoretical Basis for the Life Model. The Complete Guide to Living With Men.

BELOW IS INFORMATION THAT IS REQUIRED FOR THIS POLICY PAPER:

Over the semester, students will write five short policy papers on a single topic.
Collectively, these papers will provide an opportunity for students to review the best
available information concerning the LONG-TERM POLICY IMPLICATIONS OF
IMPOVERISHMENT IN EARLY CHILDHOOD, and then will offer a tangible policy
solution to address a key component of child poverty in order to improve early
childhood well-being and later life outcomes.
? There will be a final exam covering key concepts discussed in the course. We will
review topics and questions that are fair game for the exam in class on December 8th.
Guidelines for the Written Assignments:
? Students will undertake a series of brief writing assignments. In sequence, these
projects will address the following topics:
? CURRENT CONDITIONS ~ Collect, distill and evaluate the best available
information on the current condition of children 0-5 on a specific dimension of
child well-being (e.g.: some specific component of health, economics, family
stability, early brain development). This review will include information on
Memphis and Shelby County, and will place this information in the context of
state, regional, cross-city, and national comparisons.
? LONG TERM IMPLICATIONS OF CURRENT CONDITIONS ~ Review the
scientific and social scientific research on the short and long-term implications of
the risks confronting young children in our community (e.g.: critical dimensions
might include school readiness, academic achievement, graduation and higher
Introduction to Public Policy
3
education rates, employment patterns, family formation patterns, involvement in
criminal behavior, levels of satisfaction in life )
? FACTORS THAT PROTECT AT-RISK CHILDREN FROM NEGATIVE
OUTCOMES ~ Collect and evaluate the strongest available evidence concerning
protective factors that support optimal early childhood development. How do
these factors protect against the effects of an unequal start in life? What are their
implications for later life outcomes? (In other words, many children do well even
though they start life at a disadvantage. Why?)
? RESEARCH-EVALUATED INTERVENTIONS ~ Review evaluations of
interventions designed to improve the odds for at-risk children. What seems to
work when communities and their governments band together to try to improve
the well-being of young children?
? AN APPROPRIATE EARLY CHILDHOOD INTERVENTION FOR SHELBY
COUNTY ~ Select an intervention appropriate for addressing one dimension of
risk to early childhood development in Memphis and Shelby County. What
problem does your intervention address? Why is the current situation troubling?
What difference does the research literature attribute to this intervention? What
would this intervention mean for the future of Memphis and Shelby County?
Collectively, these five policy briefs are your research project for the course. Policy
briefs should be exactly three pages each (double spaced, 12 pt. Times Roman font), and
free of grammatical errors. Additionally, each policy brief must have a bibliography
attached containing 10 or more academic citations in addition to relevant media and other
sources. All papers must follow APA style. Do not use covers or bindings of any kind.
Simply begin with a cover sheet with a specific and clear title, relevant identifying
information for the author and course, and staple papers once in the upper left corner.

Required Readings for the Course
Books:
Clarke E. Cochran, Lawrence C. Mayer, TR Carr, N. Joseph Cayer 2008. American
Public Policy: An Introduction. 9th Edition.
Benjamin I. Page & Lawrence R. Jacobs. 2009. Class War? What Americans Really
Think About Economic Inequality Chicago. University of Chicago.
Catherine F. Smith. 2005. Writing Public Policy A Practical Guide to Communicating
in the Policy-Making Process. New York: Oxford University Press.
Deborah Stone. 2001. Policy Paradox: The Art of Political Decision Making. New
York: WW Norton.
Articles and Research Monographs:
Barton, Paul E., et. al. 2007. The Family: Americas Smallest School. Princeton NJ:
Educational Testing Service.
http://www.ets.org/Media/Education_Topics/pdf/5678_PERCReport_School.pdf
Brooks-Gunn, Jeanne and Greg J. Duncan. 1997. The Effects of Poverty on Children.
The Future of Children. 7(2) 55-71.
http://www.jstor.org.ezproxy.memphis.edu/stable/1602387?cookieSet=1

First Focus. 2009. Turning Point: The Long Term Effects of Recession-Induced Child
Poverty. Washington DC: Author.
http://www.firstfocus.net/Download/TurningPoint.pdf/
Pati, Susmita, et. al., 2009. Early childhood predictors of early school success: A
selective review of the literature. Child Trends.
http://www.childtrends.org/Files//Child_Trends-
2009_05_26_FR_EarlySchoolSuccess.pdf
Joyce, Cate, et. al., 2009. The State of Children in Memphis and Shelby County: Data
Book 2009 Memphis: The Urban Child Institute.
http://www.theurbanchildinstitute.org/get_involved.php
Yarrow, Andrew L. 2009. History of U.S. Childrens Policy, 1900-Present Washington
DC: First Focus.
http://www.firstfocus.net/Download/HistoryUSChildPolicy_Yarrow.pdf

This paper should be an extension of the paper below and it should also describe LONG TERM INPLICATIONS OF CURRENT CONDITIONS- REVIEW THE SCIENTIFIC AND SOCIAL SCIENTIFIC RESEARCH ON THE SHORT AND LONG-TERM IMPLICATIONS OF RISKS CONFRONTING YOUNG CHILDREN IN OUR COMMUNITY (E.G.: CRITICAL DEMENSIONS MIGHT INCLUDE SCHOOL READINESS, ACADEMIC ACHIEVEMENT, GRADUATION AND HIGHER EDUCATION RATES, EMPLOYMENT PATTERNS, FAMILY FORMATION PATTERNS,INVOLVEMENT IN CRIMINAL BEHAVIOR,LEVELS OF SATISFACTION IN LIFE...):



FACTORS THAT PROTECT AT RISK CHILDREN FROM NEGATIVE OUTCOMES

One of the unfortunate consequences of the human condition is that some children will
not enjoy the same level of support and resources as their peers because of various
socioeconomic and family situational factors. Nevertheless, history has demonstrated time and
again that some children are able to overcome whatever adversities life throws at them to emerge
as well adjusted and intelligent members of society who go on to achieve their personal and
professional goals irrespective of these challenges and obstacles. These children, though, appear
to be the exception rather than the rule and it is reasonable to suggest that children who are at
risk will suffer from these experiences rather than benefit from them no matter how resilient they
may be. To determine those factors that can serve to protect at-risk children from negative
outcomes, this paper reviews the relevant peer-reviewed and scholarly literature to collect and
evaluate the strongest available evidence concerning those protective factors that support optimal
early childhood development. An analysis of how these factors protect against the effects of an
unequal start in life and their implications for later life outcomes is followed by a summary of
the research and important findings.
In their timely report, The Long Term Effects of Recession-Induced Child Poverty,
First Focus (2009) emphasizes that children who experience the effects of poverty are at
particularly high risk for experiencing a number of adverse academic and health-related
outcomes during their childhood as well as poorer health and diminished earning potential later
in life. These are particularly salient issues as the global economic recession continues to
adversely affect the ability of parents and the government to provide desperately needed early
childhood development interventions. According to Yarrow (2009), The economic crisis that
Student Network Resources Inc. 2003-2009
began in 2008 and the 2009 federal stimulus package posed roadblocks and opportunities for an
ambitious child-policy agenda, given both fiscal constraints and calls for investment in school
buildings, teachers, and childrens education and health (p. 27). Unfortunately, the longer young
children spend in impoverished conditions, the more serious the consequences are across the
broad range of measures, including higher rates of dropping out of school, and an inability to
gain meaningful employment later in life (Brooks-Gunn & Duncan, 1997).
Because resources are by definition scarce, then, it is important to spend whatever money
is available where it will do the most good for these at-risk children. While it is reasonable to
posit that all impoverished families could benefit from increased income levels, a realistic
approach demands that whatever money is available be spent on those interventions with proven
efficacy. In this regard, according to Pati, Hashim, Brown and Forrest (2009), the resources that
are spent on early childhood development initiatives represent some of the most important
interventions available to help at-risk children avoid the negative outcomes that are generally
associated with their status. These authors emphasize that, From a life course perspective,
investing in improving early school success by nurturing childrens adaptability -- promoting
resilience factors while reducing risks -- is both worthwhile and cost-effective (Pati et al., 2009,
p. 5).
Indeed, early childhood development interventions can help young children overcome the
risk factors they may be forced to deal with on a day-to-day basis, but studies have shown that
such interventions carry important implications throughout the life span (Pati et al., 2009). In
order to formulate effective early childhood development interventions, though, it is important to
determine what risk factors are involved and what coping skills young children possess. In this
regard, Pati and her associates add that, Identifying critical risk and resilience factors is the first
Student Network Resources Inc. 2003-2009
step in developing interventions to promote early school success (p. 5). These
recommendations, though, will not magically produce the resources needed to eradicate poverty,
but they do emphasize the need to determine what specific factors must be addressed in order to
develop effective interventions to address them. These recommendations also make it clear that
all children and their families are unique and some may require more assistance than others in
certain areas. This recommendation is congruent with Pati et al.s observations that, From a
treatment perspective, separating patients into different service intensity levels is also
commonplace in clinical practice (p. 13).
No matter what other risk factors might be involved, Pati et al. also point to the need to
ensure that young children are provided with the services they need to remain healthy during
early childhood development initiatives. For example, Pati and her colleagues emphasize that,
Health supervision is the bedrock of early childhood preventive care (p. 5). Such health
supervision consists of counseling concerning health and normative developmental changes that
is age appropriate, ensuring that young people receive the recommended regimen of
vaccinations, the provision of support and counseling services to families concerning the rigors
of raising a child in a challenging environment, and teaching both children and their families
how to make informed healthy choices (Pati et al., 2009). In addition, Pati and her associates cite
the need to promote literacy initiatives for the parents of at-risk children, the use of
developmental screenings with standardized instruments to identify at-risk children that can
provide the opportunity to implement intervention services in a more timely fashion, referral of
family members to the resources that are available in their communities, and an increased
frequency of health monitoring services in the home as well as at school.
Student Network Resources Inc. 2003-2009
References
Brooks-Gunn, J. & Duncan, G. J. (1997). The effects of poverty on children. The Future of
Children, 7(2), 55-71. [Online]. Available: http://www.jstor.org.ezproxy.memphis.edu/
stable/1602387?cookieSet=1.
Pati, S., Hashim, K., Brown, B. & Forrest, C. B. (2009, May). Early childhood predictors of
early school success: A selective review of the literature. Child Trends. [Online].
Available: http://www.childtrends.org/Files//Child_Trends-2009_05_26_FR_
EarlySchoolSuccess.pdf.
Turning point: The long term effects of recession-induced child poverty. (2009). First Focus.
[Online]. Available: http://www.firstfocus.net/Download/TurningPoint.pdf/.
Yarrow, A. L. (2009, April). History of U.S. childrens policy: 1900-present. First Focus.
[Online].Available: http://www.firstfocus.net/Download/HistoryUSChild
Policy_Yarrow.pdf.

In this assignment, you will summarise the effects of lack of unstructured play on children?s development, and make recommendations about what can be done to address this issue. This assignment will take the form of a Policy Brief. A Policy Brief draws on current research and international best practice and aims to:
1. Stimulate informed debate about a particular issue/problem,
2. Convince readers of the urgency of the issue/problem, and
3. Convince readers of the need to take action based on recommendations outlined.
Your policy brief will be assessed on how well it satisfies these three criteria.
An example of a Policy Brief (entitled ?TV and early Childhood Development Policy Brief?) is available in the Assessment Folder on CloudDeakin. You can use the example Policy Brief as a guide when writing your own. The structure of a Policy Brief is essentially to:
a) Outline a problem,
b) Provide empirical evidence about a problem, and
c) Set out a number of recommendations that can help address the problem.
Although we suggest that you use the example Policy Brief as a guide to writing your own, please note that your Policy Brief will be written in the form of an online Presentation using the Presentation software in your ePortfolio (as for your Skeleton Policy Brief). We suggest that you first prepare the policy brief in a Word document and copy over to the Presentation Software ? this helps you keep track of word count, punctuation and spelling. The Word document will be submitted in conjunction with your Presentation.

Explain why music and dance are central to early childhood development and learning. cover full birth to 8 yrs of age range. Refer to relevant literature to justify the inclusion of movement and music experiences in programs for young children. Include 4 examples of appropriate experiences to illustrate the case you present. please include a thorough reference list and citation. citations must be no earlier than 2000.

Research paper
Topic: Resilience on Early Childhood Development

The paper must be a minimum of 6 pages of writing with a minimum 5 references.
One of the references may come from a reliable Internet website or a book.
If you choose to use your textbook as the book, use it sparingly.
A textbook is a secondary source and you should be using primary sources. This does not include the professional psychological databases, such as ProQ uest, EBSCO Host, and so on.
At least 4 must be from professional research journals.
It is important that the focus of this paper be on research on the topic. This means you should be discussing the purpose of a study, sample and methodology, and results of the study.
The journals may be found on the Internet; however, they have to come from professional research journals.

Paper Requirements
You must have a cover page, abstract, and a list of references. These have to be in 6 th edition APA format. The 6 pages for your paper do not include the title page , abstract, or the list of references
The paper must be double spaced with one inch margins on all sides. Use Times Roman 12 point font (as suggested by 6th edition APA format).

Hints for Writing Your Paper
Make sure you cite everything. None of this should be your opinion. Keep your biases out of the paper. I should not be able to determine what your view is by reading your paper.

Building a positive classroom environment in Early Childhood Education

In your own words explain how a childs environment affects his educational experiences. Choose a scenario from a personal experience and explain how you would address the needs of the child and what behavioral management techniques you might use. Include a brief description of the case study or scenario you are addressing.
Response should be a minimum of 2 pages.
Feel free to right casually and use the word(s) I, I would,I plan to in your response.
Include at least 4 references to support your plans.
Use APA format for citing references in the body of your work and Bibliography.

*I have been very happy with mmorleys work, if possible please assign this order to this writer. Otherwise I will be happy with any writer who is familiar with early childhood development.

HI, the research paper that I would like for you to write about is a 10pg. policy report. you will be asked to review a local, state, or national policy( e.g. Head start program, the distribution of CDs to all newborns in the state of GA) that is related to early childhood development and outline specific recommendations for change. I will fax to you the rest of the information that must be included in the paper, the information will be circled.Please follow these directions carefully. you will also need to get a set of at least 5 articles that describe the policy and outline specific research projects that support and oppose the policy. To get these articles you will need access to psychological databases( e.g. PsycInfo), you will need research articles, I can help you get access to some of the articles by using my college library website if you like just email me.
There are faxes for this order.

In a 2 page narrative essay discuss your response to the following topics. Read the context in the first paragraphs and respond to the assignment criteria below.



We learned the following things:

Creating a workforce that can meet the economic demands of our country will strengthen our country and provide a higher quality of living for our citizens.

There is an intimate connection between scientific, economic, and socio-political forces and how they can relate to early childhood development.

Each of these perspectives can influence the mission statement and vision of how best to develop and operate an Early Child Care Development Facility

develop a critical essay on external forces' impact on developing a child care development center.



Select one of the three aspects below: scientific, economic, social/political. Develop a 2 page essay that summarizes and discusses the following points for the aspect you selected. Cite your reference sources by including a reference list.



Respond to the following. Select one of the following topics:


-Describe three aspects to the scientific perspectives and explain the impact that science and technology has on early childhood education and how these effects may impact the operation of a child care development center. Give examples.



-Explain three economic relationships at the federal/state/local levels which impact early childhood education and how these may impact the operation of a child care development center. Give examples.



-Explain three social and political issues that have shaped early childhood education and how these may impact the operation of a child care development center. Give examples.

For your session paper you will be developing a 1-week curriculum consisting of 5 daily lessons plans . Each lesson plan will include 1-3 objectives aimed to foster the (a) cognitive, (b) socio-emotional, and (c) moral and character development of a particular age group of young children in a specified Early Childhood Development (ECD) classroom. Corresponding with each set of objectives (set = per area of development) will be 1-3 specific activities that the children in your ECD classroom will be engaged in - as a means of meeting each objective. In paper will be split into 5 sections, the last section of this paper you will prepare a research-based rationale that supports your lesson objectives and corresponding activities.

Preparing your Curriculum Document

The curriculum document that you are to prepare and submit is in essence your daily lesson plans for 1 particular week - indicating your "plan" for fostering the cognitive, socio-emotional, and moral & character development of the children in your ECD classroom. Toward this end, each portion of your curriculum document that you will be submitting at the end of each module should be developed with the following target audience and corresponding purposes in mind:

Yourself: Your lesson plans should be developed to the extent and in the manner such that it serves as your daily reminder of what it is that you will be doing with the children in your ECD classroom on any one particular day within this particular week.

Guest Teacher / Substitute: Imagine you are not able to make it in to your classroom to teach these lessons. In your place will be a guest teacher / substitute who will be responsible for meeting each of the cognitive objectives via the activities that you had planned for each day. As such, your lesson plans should be developed to the extent and in the manner such that this guest teacher / substitute will know exactly how to lead the children in your ECD classroom through each purposeful activity.

At the end of the paper, you are to submit a research-based rationale that supports your lesson objectives and corresponding activities. This rationale should be developed with the following important "audience" in mind:


SECTION 1

In a 2 page narrative essay discuss your response to the following topics. Respond to the following assignment criteria.

Before we begin developing these lesson plans (sections 2-4), we must first establish the specific context that will form the basis of your curriculum. Toward this end:

1. Determine the particular developmental level (infancy, toddler, preschool, or kindergarten) that is of most relevance and/or interest to
you - with regard to your professional goals as an early childhood educator.

2. Identify the particular state that is of most relevance and / or interest to you - with regard to your professional goals as an early childhood
educator.

3. Research and identify the extent and manner in which your selected state supports ECD programs.


Prepare an introductory overview of your ECD curriculum project. This introductory overview is to include, but is not limited to the following information:

-Explain the intended developmental level for your ECD curriculum project.

-Describe the important attributes of children within this developmental level.

-Discuss the state in which you intend to implement your ECD project in terms of its existing policies/legislation that support ECD programs.



SECTION 2
In a 2 page narrative essay discuss your response to the following topics. Respond to the following assignment criteria.

-Prepare the "cognitive" segments of your 5-day curriculum. In particular, using the guidelines develop 5 objectives (1 per day).

-Describe 5 corresponding activities that foster the appropriate level of cognitive development of the children in your ECD classroom

SECTION 3
In a 2 page narrative essay discuss your response to the following topics. Respond to the following assignment criteria.

-Prepare and submit the segments of your 5-day curriculum document that delineate the objectives and corresponding activities that foster the socio-emotional development of the young children in your ECD classroom.

-In particular, using the "target audience" guidelines develop 5 developmentally appropriate objectives (1 per day).

-Describe 5 corresponding activities that foster the socio-emotional development of the particular age group of the children in your ECD classroom.


SECTION 4
In a 2 page narrative essay discuss your response to the following topics. Respond to the following assignment criteria.

-Prepare and submit the segments of your 5-day curriculum document that delineate the objectives and corresponding activities that foster the moral and character development of the young children in your ECD classroom.

-In particular, using the "target audience" guidelines below - develop 5 developmentally appropriate objectives (1 per day).

-Describe 5 corresponding activities that foster the moral and character development of the particular age group of the children in your ECD classroom.


SECTION 5
In a 2 page narrative essay discuss your response to the following topics. Respond to the following assignment criteria.

-Prepare and submit a 2 page research-based rationale that supplements your 5-day lesson plan documents. This research-based rationale should be a synthesis of both theoretical and professional references that address the developmental needs of the particular age group of children in your ECD classroom. As specified below, develop this final section of your curriculum document with the parents of the children in your ECD classroom in mind as your target audience

eed to write a reflection of 2 pages based on the Babies documentary video; using the following:

Babies Reflection Questions
To accompany the documentary Babies

The documentary included Ponijao, Mari, Bayar, Hattie, and their families:

What do you find most striking? What piques your curiosity?

What thoughts arise with regard to the babies and their families, early childhood development, and/or cultures?

What do you think is the purpose of this documentary? What do you think the filmmakers may have wanted to draw attention to in creating this film? What did they draw my attention to?

What questions related to what you know about early childhood development came to mind as you watched this film?

Would you recommend this film to others who are interested in better understanding young children and families? Why and/ or why not?

Explain how including perspectives of people who live in other parts of the world or whose cultural background seem to be different from yours may contribute to enhancing my understanding of child development and culture.

Describe the value of including insights from practitioners and scholars in disparate disciplines.

Begin with baby Bayar and family:
The opening scene begins with Bayars mother giving birth to him (Bayar). The family lives on a farm in rural area. (Mongolian family) Both parents are hard-working people, thou the mother makes sure that her children are fed, clean, and safe. Although there are times when the farm animals go into the house and check both Bayar and his brother who appeared to be 4 years old. Bayars mother sings a lullaby to him, while touching his cheeks and gently banging heads together. (Mother and child bonding). Bayars family strong on Independence.

Mari and family (Japanese). In Maris room, there are educational toys for her to play with. Mari enjoys playing with her toys, while gliding her fingers through a specific toy, this allows for her to think. Maris family has a family cat; Mari moves her fingers to pull the cats tail and smiles. Maris family is very close-nit related; strong family values. Maris mother states, my generation we really care about the family stuff. More focus on the baby growing up. Mari has an inquisitive mind; always exploring her environments and fixing things.

Hattie and family (American family). Little Hattie was born with birth complications, thou she was able to overcome such health issues. In this video, Hattie appears to be a very brilliant little baby. While peeling a banana, she bites into it at the wrong end and quickly stopped to continue to realize the taste is unusual; she decided to peel off more skin and proceeded to eat the rest of her banana. Hattie used verbal cues to make her point of view about a situation of some kind. Hattie is sitting down watching the family cat go by as she thinks about going towards the cat but hesitate the idea and stays still.

Ponijao and family (African family). Ponijao has siblings who attend school, one brother in the 10th grade and two other siblings boy and a girl also attend school. The other siblings stay home to look after the farm animals. Ponijaos mother states, I was afraid that the cow was very close with the baby (in Mongolia). When the baby was playing and trying to put something on a pole, then she fell down. I was thinking the mother did not hear the woefulness of the babys crying. I wanted to tell the mother to be close to the baby. The one playing with the toilet papers was the most happy baby; he can play. One interesting scene was, the Namibian mother is more close to the child. Always together; breast-feeding, making hair of the babies (braiding the hair). The children are raised in a simple way with strong mannerism.

A video documentary about love and how babies grow up and are all similar but different according to their cultural backgrounds.

Resources:
Copple, Carol and Bredekamp, Sue (2013) Developmentally Appropriate Practice in early childhood programs

Howes, Carol (2010) Culture and Child Development in early childhood programs
There are faxes for this order.

Topic: Spirituality in Young Children's Temperament and Self-Control

1. What I need is a Literature Review. It should include the following:
a) A complete bibliography in APA style
b) A bulleted list that explains how the information in each article relates to my Problem Statement
c) All resources
d) My focus should specifically include resources that incorporate information related to learning during early childhood development
e) Select five articles that meet Literature Review
f) At least two of these articles must present a stance that differs from my own, and at least two of the articles must include views or practices in countries other than the United States.
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Resources:

2. Developmentally Appropriate Practice 3rd Edition, By, Carol Copple and Sue Bredekamp. (Looking at the child's physical development prekindergarten years (p. 163), assessing children's development and learning pp. (179-182). Social and emotional development (pp.119-121).

3. Benson, P. L., Roehlkepartin, E. C., & Scales, P. S, (2012). Spirituality and Positive Youth Development, define spirituality with multiple domains. The authors organized their "Developmental Spirituality" framework

4. Issues in Education for Children Three to Eight in Six Countries by, Richard M. Clifford and Gisele M. Crawford.
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Problem Statement

Years ago, when school systems actually permitted religious instruction, children were able to tap into their own spiritual sides, and were able to process their feelings about their emotions and their concerns about the world against a more nuanced and detailed spiritual backdrop. This allowed them to have a clearer sense about moral values, feeling obedient vs. disobedient, engaging in respect, honesty, truth and communicating their feeling with compassion. By allowing students to have some sort of spiritual education, educators were ensuring that they would be able to more confidently shape these children into good people who were well-rounded and who had a clearer understanding of how to behave in the world, along with stronger values of what matters most to them. Parents have to offer their children the following aspects of care and education: building confidence, self-esteem and self-worth, nurturing their spiritual side and wonder at the world, and a side which demonstrates compassion and empathy for other people. Once these pillars and factors have been properly cultivated, then children will be in the most positive place possible to allow for strong spiritual development to occur.
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One reason why these inner factors need to be developed within children is because human relations are inherently fraught with conflict. This is the nature of human relations and struggle. Thus, it means that learning and understanding forgiveness becomes absolutely paramount. "In the last two decades, many researchers have broadened our understanding of the process of forgiveness from psychological and theological perspective among adults. The rich, complex, and unique nature of children's spirituality is explored with a particular focus on the salience and importance of relationships. Conflict among peers is common and relevant to children's spirituality, and ripe for developing the spiritual craft of forgiveness...children are capable of responding with forgiveness and that the process of forgiveness should be nurtured in children for their spiritual development. This article is an effort to expand the discussion of forgiveness in childhood and into the realm of children's peer relations" (Flanagan et al., 2012). Essentially, what the research finds is that the more children engage in forgiveness, the better off they are in terms of emotional maturity for adulthood. Learning a spiritual lesson like the importance of forgiveness is thus something that becomes the obligation of parents and educators alike. It is something just as pivotal to the development of kids and their inner education, something just as pivotal as learning mathematics or how to tell time.
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When children are not allowed to explore their spiritual sides in a safe manner, then they become either secretive or they just mimic the spiritual beliefs of the adults in their lives. This is unacceptable: children should be able to explore their spiritual sides in a safe and practical manner with dialogue and communication strongly engaged. In fact, researchers found "that children had little opportunity for negotiating a shared understanding or experience of spirituality with adults and, as a result, either preserved an isolated and secret sense of spirituality or accepted what they observed to be their trusted adults' stance" (Karlen et al. 2012). This is as problematic as it demonstrates that without proper spiritual teaching, there's a very real danger that children will either hide their spiritual path/journey from their parents or the adults in their lives, or just imitate what is presented to them without any critical thinking or cognitive processing. Thus, one can conclude that it's necessary for their spiritual and emotional development.

REFERENCES:

Flanagan, K. S., & Lovall, R. (2012). The spiritual craft of forgiveness: Its need and potential in children.

Karlsen, M. L., Cole, A., & Williams, E. (2013). "they never listen": towards a grounded theory of the role played by trusted adults in the spiritual lives of children. Mental Health, Religion & Culture, 17(3), 297-312.

Roehlkepartain, E. C. (2006). The handbook of spiritual development in childhood and adolescence.
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For the 3rd paper:

I need to summarize the major points from the Literature Review, on child development, noting how you addressed the requirement to include sources that help to examine multiple perspectives.

_______________________________________________________________________________________________

In a 2 page narrative essay discuss your response to the following topics. Read the context in the first paragraphs and respond to the assignment criteria below.

First: Review the program descriptions for each of the different Rising Star Montessori School early education programs offered.
http://www.risingstarschool.org/montessori.php


Next: Read about Character Development and Moral Development theory and the subsequent implications for early childhood development programs.
http://tigger.uic.edu/~lnucci/MoralEd/overview.html


Then: Drawing from the information provided in the assigned background readings and resources -

Prepare a critique of Rising Star program - with respect to the extent and manner in which each individual program and the comprehensive program sequence fosters the character and moral development of the young child. Your critique must address (but is not limited to) each of the following items:



-Based upon the program descriptions provided by Rising Star, does each phase of the program appear to foster the moral / character development of the young child as theorized based on the background readings.

If YES - Explain.

If NO - Provide a modified (or, entirely new) overview of the program - similar to the existing overview - that DOES suggest that the program fosters the character development of the young child.

-Determine if and how the comprehensive program sequence in line with the Stages of Character Development.

If YES - Explain.

If NO - Modify each program description accordingly / as needed.

-Provide a detailed example of the type of activity that should be included in each of these programs that fosters the character development of the young child - at the developmentally appropriate level.