**Please choose either Activity A or Activity B to complete and indicate on your submission which activity you chose to complete**
Activity A – Interviewing Children
In order for you to see and experience first-hand some of the remarkable ways that young children differ from adults in their thinking, please choose 3 questions from the following list. Ask the questions to two children of different ages. One child should be under the age of 7, and the other should be at least 5 years older than the first.
Questions to choose from:
What does it meant to be alive?
Can you name some things that are alive?
Is the moon alive?
Where do dreams come from?
Where do dreams go?
Which is farther, to go from the bottom of the hill all the way to the top or go from the top of the hill all the way to the bottom?
Can a person live in Tampa and in Florida at the same time?
Will you be just as old as your big brother some day?
When is yesterday?
Where does the sun go at night?
Take notes about what they say and then write a brief summary (1-2 paragraphs) of the children’s responses to the questions you asked them. Which of the 4 Piagetian stages were each of the children in, and what do the children’s answers reveal about their current stage of cognitive development, according to Piaget’s stage theory?
Activity B – Applying for a Teaching Position
You are applying for a teaching job at a new school. Your interview with the principal seems to be going fairly well. Her next question is, “We have openings at several grade levels, so I need to know about your understanding of students across grades. Are students in the 2nd and the 7th grade all that different in the way they think – in any ways that would affect your approach to teaching them?” Use your knowledge of Piaget’s stage theory to answer the question; write at least one paragraph.
**Step 2**
The question below assesses your understanding of how the concept of a stage theory relates to the idea of continuous or discontinuous development.
How is the concept of a stage theory related to the idea of continuous or discontinuous development as it was discussed in the lectures (in at least one paragraph)? ** I will attach the lecture ppt
** Step 3**
This last part of Lab 3 on development tests to make sure you are able to read and interpret data that are related to development! .You’ve learned from research by developmental psychologists such as Piaget, Kohlberg, and Erikson how children learn, grow, and reason as they progress from infancy into adulthood and later life. Early childhood is an especially important time because early experiences lay a foundation for lifelong cognitive, social, emotional, and physical adaptation and adjustment.
Unfortunately, risk factors children encounter during the early years can derail healthy development. Risks come in many forms, and include abuse, neglect, health problems, poverty, maternal and paternal mental health concerns, low levels of parental educational attainment, effects of institutionalized racism related to minority status, caregiver substance abuse, being a single or teenaged caregiver (without an involved coparent), and exposure to domestic violence, among many other factors.
The graph below describes the overall percentage (out of 100%) of infants and toddlers (birth to age 3) who have identifiable developmental delays, presented as a function of the number of risk factors they experience in their young lives.
We are asking you to write about what we know from looking at this graph. Click the Questions tab or scroll below to find the question(s) we want you to answer.
Your task: Construct an argument based on the data depicted in the graph (write at least one complete paragraph). What conclusions are we justified in drawing? What can’t we tell from the data? Why do you imagine this kind of research is important, and how could it be used?
0 comments