ECE 353 Entire Course

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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks
(Piagetian Theory/Nativist Approaches) ECE 353 Week 1 Discussions 2
Genetic And Biological Factors ECE 353 Week 2 Assignment How The
Brain Learns ECE 353 Week 2 Discussions 1 Brain Development ECE 353
Week 3 Assignment Role Of Families And The Community ECE 353 Week
3 Discussions 1 Cognitive And Conceptual Development ECE 353 Week 3
Discussions 2 Theory Of Mind ECE 353 Week 4 Discussions 1 Problem
Solving And Reasoning ECE 353 Week 4 Discussions 2 Relationships
Between Cognitive, Language, And Motor Development ECE 353 Week 5
Discussions 1 Cognitive Development And Learning ECE 353 Week 5
Discussions 2 Intellectual Development ECE 353 Week 5 Final Project
Professional Development Experience (2 PPT)

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ECE 353 Week 1 Discussions 1 Theories And Theoretical

Frameworks (Piagetian TheoryNativist Approaches)
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Theories and Theoretical Frameworks. As an early childhood
professional, it is expected you will understand and apply foundational
knowledge and theories in the field. Foundational knowledge and
theoretical understanding provides a framework for you to utilize when
you are working with infants, toddlers, and school-aged children.
Additionally, your understanding of the foundational knowledge and
theories will inform and shape your professional practices. For this
discussion you will start by completing the Theoretical Frameworks
Venn Diagram using your assigned grouping below. If you are unsure of
how to complete a Venn diagram, the video How to Make a Venn
Diagramprovides a helpful lesson. When completing your Venn
Diagram, make sure to include the foundations of each theory, how the
theory connects to the four main themes shared in Chapter 1 of the
course text (nature/nurture, continuous/discontinuous, domain specific
vs. domain general, performance and competence), and the limitations
of the theory. Before starting your discussion, it will help to review the
Week One Instructor Guidance for additional information, resources,
and support for excelling in this discussion. First Letter of Last Name
Theories to Compare and Contrast Last Name Begins with A-F Piagetian
Theory/ Social Constructivist Theory Last Name Begins with G-L Nativist
Approaches/ Information Processing Approaches Last Name Begins with
M-S Piagetian Theory/Nativist Approaches Last Name Begins with T-Z
Social/Constructivist Theory/ Information Processing Approaches After
completing the Venn diagram, compose a response addressing the
items listed below. Include your reflection and the Venn diagram with
your initial post. Click the paperclip icon below the message area in your
post to attach your Venn diagram. 1. a) Explain how the theoretical
frameworks shared in your Venn diagram support cognitive
development. Make sure to include at least one example to support
your reasoning. 2. b) Discuss which of the theoretical perspectives
resonates with you the most, the least, and provide a rationale as to
why. 3. c) Provide at least one example of how knowledge of these
theoretical perspectives may influence your ability to provide quality
experiences that support cognitive development beginning with infants
and toddlers. 4. d) If you are currently working with children, explain
how these theories/approaches influence your work. If you are not
currently working with children, explain how you see these
theories/approaches impacting your future work with young children.

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ECE 353 Week 1 Discussions 2 Genetic And Biological Factors

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Theories and Theoretical Frameworks. As an early childhood
professional, it is expected you will understand and apply foundational
knowledge and theories in the field. Foundational knowledge and
theoretical understanding provides a framework for you to utilize when
you are working with infants, toddlers, and school-aged children.
Additionally, your understanding of the foundational knowledge and
theories will inform and shape your professional practices. For this
discussion you will start by completing the Theoretical Frameworks
Venn Diagram using your assigned grouping below. If you are unsure of
how to complete a Venn diagram, the video How to Make a Venn
Diagramprovides a helpful lesson. When completing your Venn
Diagram, make sure to include the foundations of each theory, how the
theory connects to the four main themes shared in Chapter 1 of the
course text (nature/nurture, continuous/discontinuous, domain specific
vs. domain general, performance and competence), and the limitations
of the theory. Before starting your discussion, it will help to review the
Week One Instructor Guidance for additional information, resources,
and support for excelling in this discussion. First Letter of Last Name
Theories to Compare and Contrast Last Name Begins with A-F Piagetian
Theory/ Social Constructivist Theory Last Name Begins with G-L Nativist
Approaches/ Information Processing Approaches Last Name Begins with
M-S Piagetian Theory/Nativist Approaches Last Name Begins with T-Z
Social/Constructivist Theory/ Information Processing Approaches After
completing the Venn diagram, compose a response addressing the
items listed below. Include your reflection and the Venn diagram with
your initial post. Click the paperclip icon below the message area in your
post to attach your Venn diagram. 1. a) Explain how the theoretical
frameworks shared in your Venn diagram support cognitive
development. Make sure to include at least one example to support
your reasoning. 2. b) Discuss which of the theoretical perspectives
resonates with you the most, the least, and provide a rationale as to
why. 3. c) Provide at least one example of how knowledge of these
theoretical perspectives may influence your ability to provide quality
experiences that support cognitive development beginning with infants
and toddlers. 4. d) If you are currently working with children, explain
how these theories/approaches influence your work. If you are not
currently working with children, explain how you see these
theories/approaches impacting your future work with young children.

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ECE 353 Week 2 Assignment How The Brain Learns

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

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ECE 353 Week 2 Discussions 1 Brain Development

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Brain Development. During early childhood, our brains are continuously
modified by environmental influences. It is now widely accepted that a
childs environment and early life experiences affect the development,
health, and structure of their brain. Perhaps the most intriguing aspect
of the brain is its ability to change structurally and functionally in
response to external stimuli, which is known as neuroplasticity. Watch
the video Neuroplasticity to learn more about this concept (Sentis,
2012). Additionally, it is now believed that positive and stimulating
environments promote healthy brain development. However, many
children are exposed to environments that have negative consequences
on brain development. Child abuse (physical, sexual, mental), poverty,
trauma, and neglect constitute environmental influences that present
the maturing child's brain with experiences that will crucially and
potentially adversely affect the child's future development and
functioning. There are two parts to this discussion. Before responding to
this discussion, review the Week Two Instructor Guidance for additional
information and resources. Part I: Using information from the textbook
to support your response, address the following: 1. a) Discuss the
impact of environment on brain development. Support this point with at
least one scholarly source in addition to the course text. 2. b) Explain the
concept of neuroplasticity as it relates to positive and negative life
experiences. Please provide a specific example to support your thinking.
Part II: Read one article from the list below and use it to support your
response to the following: 1. a) Based on the article you chose, discuss
how poverty and/or a specific type of trauma impacts brain
development and behavior. Make sure to also state the article you read.
2. b) Explain how you will use this trauma informed perspective in
understanding and working with children. 3. c) Discuss what you would
do differently as a professional now that you have this knowledge and if
your view of trauma has changed? 4. Article 1: The Toll of ACEs:
Adverse Childhood Experiences and Their Effect on Lifelong Health (
Suginakad) Describe what approach you might take when you need to
talk to a family about a situation where the childs academic
performance and/or behavior is being impacted by trauma. What
specifically would you want to discuss with the family? & Article 3:
Neuropsychological Assessment in Clinical Evaluation of Children and
Adolescents with Complex Trauma (Gabowitz, Zucker, Article 2:
Complex Trauma in Children and Adolescents (Cook, et al., 2007)
Boose, 2014) & Article 4: Traumatized Children: How Childhood
Trauma Influences Brain Development (Perry, 2000)Cook, 2008)

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ECE 353 Week 3 Assignment Role Of Families And The

Community
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Role of Families and the Community [CLOs: 4]. Due by Day 7. One
responsibility of professionals when working with children is offering
support for families by sharing information with them about
developmentally appropriate strategies for their children and the
availability of resources in their community. Recall that during Week
Two you developed a flyer that taught the families that you work with
about the role of working memory, attention, and executive function in
learning and development. Now, imagine the principal of a local school
district saw your flyer and has invited you to submit a proposal for an
upcoming district-wide professional development conference. Your
proposal will need to analyze the role that families and communities
play in promoting optimal cognitive development for a specific age
group of children. Before starting your assignment, review the Week
Three Instructor Guidance for additional information, resources, and
support. Additionally, review the Grading Rubric for this assignment to
understand how you will be evaluated and contact your instructor using
the Ask Your Instructor discussion before the due date with questions.
To begin, choose which age group your proposal will focus on: Option
1: Infants and Toddlers (Ages 0-2) Option 2: Preschoolers (Ages 3-5)
Option 3: School-Aged (Ages 6-8)

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ECE 353 Week 3 Discussions 1 Cognitive And Conceptual

Development
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Cognitive and Conceptual Development. Concepts are fundamental to
human cognition because of their use in many forms of thinking, such as
problem-solving, categorization, and inductive inferences (Farrar &
Montgomery, 2015, p. 186). To apply your understanding of cognitive
and conceptual development, it is important to first understand the
three different theories of concept development that are commonly
used. Chapters 5 in your primary text discuss the following theories: the
classical view of conceptual development (the ideas that all concepts
are defined by a set of necessary and sufficient features), prototype or
probabilistic view (concepts are compared to a prototype based on
family resemblance or similarity), and the theory-based concept view
(explanatory principles, such as an objects origins, are a component of
conceptual representation) (Farrar & Montgomery, 2015). In this
discussion, you will apply your understanding of these three theories by
examining the relationship between cognitive and conceptual
development. Before responding in this discussion, review the Week
Three Instructor Guidance page for additional information, resources,
and support. Case Study: Please refer to the case study in the
Introduction section of Chapter 5 of your textbook for this weeks
discussion. Address the following points as they relate to the case study:
1. a) Explain which theories of conceptual development are present in
the case study. Provide an example to support your thinking. 2. b)
Examine the relationships between cognitive and conceptual
development that are present in the case study. 3. c) Discuss which
theory of cognitive development would support Ms. Serranos
experience with her students. Support your response with evidence from
the text. 4. d) Consider your current or future work setting. Provide two
strategies you can use to support conceptual development in the
children with whom you currently work or will work with. Support your
response with at least one scholarly source.

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ECE 353 Week 3 Discussions 2 Theory Of Mind

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Theory of Mind. Theory of Mind is a theory of psychological and
developmental roots that is defined by the ability of a child to attribute
mental states such as beliefs, feelings, knowledge, thoughts, intents to
oneself and others and to understand that others have beliefs and
feelings that are different than ones own. The diagram below
represents the five foundational components of theory of mind that
emerge between ages 2 and 5 that were shared in Chapter 6 of our
course text,Cognitive development of children: Research and application
. Understanding this developmental sequence is critical in being able to
support children as they grow and develop cognitively. Before
responding to this discussion, review the Week Three Instructor
Guidance page for additional information, resources, and support. For
this discussion, choose one of the scenarios below to create an example
for: Option 1: Provide an example of one conceptual perspective-
taking challenge a child faces when interacting with teachers and peers
upon entry into preschool or kindergarten. Option 2: Provide an
example of how 3- and 4-year-old childrens gullibility places them at
risk. Option 3: Provide an example of either a drawback or benefit of
trying to accelerate preschoolers understanding of deception. Option
4: Provide an example of how you can apply Theory of Mind to
understanding symptoms associated with either autism or Aspergers
disorders.

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ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning

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Problem Solving and Reasoning. There are many ways in which cultural
differences impact cognitive development. One of the areas in which we
see the impact relating to cultural differences is with the development
of reasoning and problem solving skills as is discussed in Chapter 8 of
our textbook. Because our habits of mind are influenced by our cultural
and historical circumstances, the decision- making strategies that we
seek to promote in students reflect our own culture (Brenner & Parks,
2001). We must be aware of this and ensure that we are taking the
cultural backgrounds of the children we work with into consideration as
we help them to develop the ability to reason and solve problems. In
this discussion, you will examine the social and cultural impacts on
cognitive development by taking a deeper look at the development of
reasoning and problem solving skills. Before responding to this
discussion, review the Week Four Instructor Guidance for additional
information, resources, and support. 1. a) Explain how cognitive
characteristics help children learn how to reason, when these abilities to
reason develop, and the role social skills play in the ability to reason.
Use examples to support your thinking. 2. b) Discuss the cognitive
characteristics that help children learn how to develop problem solving
skills including the role culture plays in the way a child reasons or solves
problems. 3. c) Describe how the development of reasoning and
problem solving skills relates to Vygotskys social constructivist
approach and the Zone of Proximal Development (ZPD). Use one
additional scholarly source and examples to support your thinking. 4. d)
Examine the cultural considerations that need to be taken into account
when planning strategies to develop reasoning and problem solving
skills. Provide a specific example for both reasoning and problem solving
that supports your examination.

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

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ECE 353 Week 5 Discussions 1 Cognitive Development And

Learning
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ECE 353 Week 5 Discussions 1 Cognitive Development And Learning

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ECE 353 Week 5 Discussions 2 Intellectual Development

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Intellectual Development. Educators in the United States public school
classroom often work with children of varying levels of ability. Children
in your classroom may have Individualized Education Plans (IEP) that
require specific accommodations and modifications. As part of the
process of an IEP, a school psychologist evaluates the childs intellectual
functioning using a variety of intellectual and achievement tests. Once
the IEP meeting takes place, various providers (including possibly speech
therapy and occupational therapy) will also be present at the meeting.
For the purpose of this discussion, we focus specifically on the role of a
school psychologist and intelligence testing using a case study from
your textbook. In addition to using the case study as support for your
initial reply, read and include support from the articleIntelligence:
Foundations and Issues in Assessment(Gottfredson&Saklofske, 2009).
Before responding in this discussion, review the Week Five Instructor
Guidance page for additional information, resources, and support. Case
Study: Please refer to the case study in the Introduction section of
Chapter 10 of your textbook to review the case study for this weeks
discussion. After reading the case study and article, reflect on the
following in your initial reply: 1. a) Discuss the importance of
intelligence testing and one of the controversies discussed in the article
and/or the course textbook. 2. b) Explain whether or not it would have
been appropriate for Dr. Williams to provide some hints to help the child
during testing. Why or why not? 3. c) Discuss whether or not you believe
an intelligence test would provide enough information to make a
decision about Michaels educational placement. Why or why not? If
not, what other information should Dr. Williams gather? 4. d)
Considering that Michael is a very young child, explain how her age
could factor into the decision in favor of or against placement into a
special education program. 5. e) Describe other factors (e.g.,
environmental, genetic, biological, etc.) that may be contributing to
Michaels performance and IQ score during testing (without mentioning
any diagnoses).

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 ECE 353 Week 5 Final Project Professional Development
Experience (2 PPT)
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Professional Development Experience. Being an effective early
childhood professional requires more than a passion for teaching or
ability to work well with children. In the first five years of life, the most
critical skills are formed by creating synaptic connections that are key to
cognitive, social, physical, and emotional development. Because of their
developmental stage, the environment you provide as an early educator
will set the foundation for each childs K- 12 learning experience and
beyond. However, as an early childhood professional, you will not work
in isolation. Other professionals contribute to service provided to this
population, including speech and language pathologists, occupational
therapists, school psychologists, and educational advocates. Therefore,
it is essential that as an early childhood professional you are able to
communicate effectively with other professionals. Scenario: The
principal from a local school district was impressed with the proposal
you wrote for him about the role families and communities play in
promoting optimal cognitive development. Based on your proposal,
they have offered you a spot as a key presenter at a district-wide
professional development workshop for teachers, where you will share
your knowledge regarding cognitive development. All of these ideas will
come together as you design your Professional Development Experience
project. Before starting your Final Project, you are encouraged to view
the Week Five Instructor Guidance for additional information, resources,
and support, including a deeper look at the professionals you will work
with in the field. Additionally, review the Grading Rubric for this
assignment to understand how you will be evaluated and contact your
instructor using the Ask Your Instructor tab before the due date with
questions. In order to develop this comprehensive workshop for the
targeted professional development population, the principal has given
you specific talking points that must be addressed. You will use these
talking points to guide your creation of a presentation using PowerPoint
or Google Slides. In the slide notes section, please make sure to support
the information you have shared on each slide. Finally, make sure to
include a title and reference slide for your presentation.
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