Week 2 Content

 

 

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

 

Required Resources

 

Note: Please read/view the following Required Resources in the order indicated below. You are required to view only the segments of the CD-ROM that are indicated in the Learning Resources. Be aware that the developmental domains are referred to differently on the CD-ROM than they are in the course text (i.e., the biological realm is the same as the physical domain, and the psychosocial realm is the same as the social and emotional domain).

 

  • Course Text: Discovering Child Development
    • Page 129: Infant and Toddler Development
    • Chapter 5: Physical Development and Health in Infancy and Toddlerhood
      • Pages 131–136 (Read to “How Do Infant Brains Develop?”)
      • Pages 148–149 (Read to “Gross Motor Skills”)
      • Pages 156–162 (Read from “Bowel and Bladder Control”)
  • Web Site: Zero to Three: Brain Development: Frequently Asked Questions
    http://main.zerotothree.org/site/PageServer?pagename=ter_key_brainFAQ
    • “Postnatal Development” (Read entire section)
  • Course Text: Discovering Child Development
    • Chapter 6: Cognitive and Language Development in Infancy and Toddlerhood
      • Page 167 (Read to “How Do Cognitive Abilities Develop During Infancy and Toddlerhood?”)
      • Pages 184–200 (Read from “How Do Infants and Toddlers Develop Language Skills?”)
  • CD-ROM: Development: Journey Through Childhood and Adolescence
    • Unit 5: Infancy and Toddlerhood
      • Learning Launch: Infancy and Toddlerhood: The Cognitive Realm
      • Video: Piaget: Sensorimotor Intelligence
  • Course Text: Discovering Child Development
    • Chapter 7: Social and Emotional Development in Infancy and Toddlerhood
      • Pages 205–221 (Read to “Assessing Patterns of Attachment”)
      • Pages 225–226 (Read from “Caregiver and Child Factors Affecting Attachment” to “The Role of Culture in Attachment”)
      • Pages 227–229 (Read from “Consequences of Attachment” to “How Does Day Care Influence Infants’ and Toddlers’ Development?”)
  • CD-ROM: Development: Journey Through Childhood and Adolescence
    • Unit 5: Infancy and Toddlerhood
      • Learning Launch: Infancy and Toddlerhood: The Psychosocial Realm
  • Article: “Attachment and Exploration: The Toddler’s Dilemma” by Alicia F. Lieberman (PDF format)
    Copyright 1991 by Zero to Three. Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.

  • Web Site: PBS Parents: Child Development Tracker: Your Two Year Old
    http://www.pbs.org/parents/childdevelopmenttracker/two/
    Note: Read “Your Two Year Old” and then click on and read at least three of the specific areas of development listed on the left of the page.

  • Online Reading: Week 2: Sum It Up (PDF format)
    From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin
    Published by Allyn and Bacon, Boston, MA. Copyright 2003 by Pearson Education. Used by permission of the publisher.

 

Media

 

  • Video: Laureate Education (Producer). (2008). Child development: Infants and toddlers [Video file]. Retrieved from https://class.waldenu.edu
    Note: The approximate length of this media piece is 18 minutes.

    In this media segment, you will observe young children from 3 to 36 months growing, developing, and learning in a child development center.

    Note: You will need to watch this media segment in order to complete your Application Assignment for this week.

     

 

Optional Resources

 

 

 

Content Review

Directions:

  • Respond to each item. Each response should be concise and between two and three paragraphs in length.
  • Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
  • Copy and paste each question within the document, so that your instructor can see which question you are responding to.
  1. Language development generally takes place in stages. Review page 186 of your course text, which discusses the evolution of oral language in young children, and then explain the differences between cooing, babbling, receptive language, and expressive language. Based on the social interaction theories described on pages 196–197 of your course text, summarize the role of important adults in a young child’s language development.

  2. As stated in your course text, both a child’s temperament and his or her “goodness of fit” can influence early development. Review “The Structure of Temperament” section on pages 214–215 in the text. In your own words, define goodness of fit. Then reflect on your own childhood. Use the information in this section to help you describe your temperament as a young child and whether you experienced goodness of fit with any one person or situation in your early life. As part of your answer, either explain why you believe you experienced goodness of fit, or explain what would have promoted greater goodness of fit with a key person or situation.

  3. Developmental growth can be driven by both environmental influences and maturation—changes brought about “largely through the unfolding of a person’s genetic code” (Martin & Fabes, 2009, p. 5). Based on the Learning Resources for this week, provide an example of developmental growth that typically occurs between birth and age 2 in each of the domains—physical, cognitive, and social and emotional. Then, briefly explain how environmental influences and/or maturation may contribute to each of these developmental changes.

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