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 Diagram provides 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.
- 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.
- Discuss which of the theoretical perspectives resonates with you the most, the least, and provide a rationale as to why.
- 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.
- 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.
Guided Response: Respond to at least two of your peers. In your responses, discuss how you can provide families with an awareness of the theoretical perspectives your peer shared in their initial reply that will support their child’s learning and cognitive development at home beginning with infancy. In addition, describe a sample activity that families could do with their children to promote the development of circular reactions, object permanence, habituation, or preference that would align with their chosen theoretical perspective. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
|Genetic and Biological Factors|
Ashford University DiscussionGenetic, biological, and environmental factors are known to a have significant impact on the development of all children, including children with attention-deficit/hyperactivity disorder (ADHD), autism, dyslexia, and other neurodevelopmental disorders. For children with specific disorders, there are multiple genetic, biological, and environmental factors that work together to create a spectrum of neurobiological symptoms. For many of these disorders there is not a single cause but rather a number of potential contributing factors that can exacerbate and elucidate symptoms. In the field of child development, you will work with a variety of children, including those who have developmental disorders. It is important to understand the various factors that contribute to their diagnosis. Before responding to this discussion, review the Week One Instructor Guidance page for additional information, resources, and support.
Choose one of the following disorders: ADHD, autism, dyslexia, Asperger’s, or Down syndrome. Next, familiarize yourself with your chosen disorder by locating and reading at least one scholarly article about the disorder. If you need help locating an article, you can find some to use in the recommend resources of the Week Two Overview.
After completing research about your chosen disorder, address the following:
- Explain how genetic, biological, and environmental factors influence the disorder (e.g., etiology) using one scholarly resource and the textbook to support your ideas.
- Define the disorder including the typical behaviors and/or cognitive symptoms you might observe in a classroom or other professional setting (e.g., inattention, hyperactivity, poor eye contact).
- Discuss one strategy that you would implement when working with a child with a neurodevelopmental disorder? Why did you choose this specific strategy?
Guided Response: Respond to at least twopeers. Respond to one peer who chose a different disorder than you did, and discuss some of the similarities and differences between the two disorders. Are there similar genetic, biological, or environmental factors involved? Many people have misconceptions about children with these disorders; explain how understanding this information will enhance your work with all children and decrease these misconceptions. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
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