PSY104 Week 2 Journal
PSY104 Week 2 Journal
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Date Created: 11/14/15
Running Head: CENTER 1 Rockin’ Rumble Center Tawnya M. Parks PSY104: Child and Adolescent Development (PSC1412C) Professor Andrew Fletcher 7 Apr 14 CENTER 2 Rockin’ Rumble Center Introductory Paragraph: Good morning City Council. My name is Tawnya Parks and I would like to propose to you a new Recreation and Family Center that I would like to bring into our town. The center will be named “Rockin’ Rumble Center.” In this center will there will be 5 different rooms from the infant room to the adolescence rooms. Children develop at different stages and this center will provide all of the developmental stages to include their socioemotional, physical and cognitive areas. The providers will be trained in all areas of development to include special needs training. Your children will be provided the best care so you can feel at ease when leaving them with us. Our main goal at the Rockin’ Rumble Center is to provide your children with the developmental needs your child is experiencing and to love your child as our own. 1. ROOM #1 – Infant Room Paragraph 1. When baby is awake and alert, place him/her on their tummy for tummy time. Lay on your tummy to encourage baby to lift their head and chest off of the floor. Encourage baby to talk by making faces, singing and moving rattles in front of them. • Tummy times strengthen the back and neck. This also helps baby to move their head and reduces the risk of SIDS. (Fries, W., 2013) • This activity enhances physical development by strengthening the back and neck muscles which later will help with baby rolling over, sitting and crawling. It also encourages CENTER 3 socioemotional development by encouraging baby to babble and talk when you are talking with them. • Getting down and interacting with your baby creates bonding and family time. It brings you both together and increases closeness between you two. Paragraph 2. Babies react to sound. When you are on the floor with the baby or even rocking them in a chair; sing nursery songs to them. • Research shows that “even a little bit of musical training can enhance reading skills as well as pitch discrimination abilities in speech” (Moreno, Marques, Santos, Santos, Castro, & Besson 2009). • Singing to your child enhances their socioemotional and cognitive skills by encouraging them to talk, develop memory, and perception. • Listening to music and singing to your child will help them later on in school. As stated earlier, it helps with their language development and reading skills. Paragraph 3. Although babies are not very mobile, giving them tummy time and purchasing the Infantino Twist and Fold Gym with Tummy TimeBaby Animal with give them the motivation and stimulation to start interacting. The colorful design, toys to grab and mirror to look in encourages their cognitive, socioemotional and physical development. It encourages them to hold their head up and look in the mirror the recognize themselves and talk to the mirror. It also shows signs of physical development by encouraging them to grasp for the toys hanging from the CENTER 4 top of the gym and if you attach them to the mat they will reach for them if just out of reach to encourage crawling or scooting. • http://www.target.com/p/infantinotwistandfoldgymwithtummytimebaby animal//A13056823? ref=tgt_adv_XSG10001&AFID=Google_PLA_df&LNM=13056823&CPNG=Baby&kpid=1305 6823&LID=PA&ci_src=17588969&ci_sku=13056823&gclid=CPqQzeHUzr0CFaVxOgod7mcA lg 2. ROOM #2 – Toddler Room Paragraph 1. Have the toddlers sit down at the table and offer colored paper cut into different shapes, glue and poster paper. With these materials you will hand each of them poster paper and allow them to choose the different shapes and colors of paper to glue to their poster paper to create a color collage. • At this stage children are beginning to learn “hand and eye coordination.” By picking up the paper and gluing them to the poster paper they are fine tuning their “pincer grip” (grasping with the thumb and forefinger (Mossler, 2011). • This activity enhances cognitive and socioemotional development. Cognitive development is shown when the toddler picks up a piece of colored paper, you can ask them what color and shape they are using. Socioemotional development is used when the child is picking up the different shapes and colors and socializing with his/her classmates. Encourage the children to use different colors and to overlap to create masterpieces. CENTER 5 • This activity can be done at home with the parents to encourage family activities on a rainy day. It helps with the parents working with their children by learning there shapes and colors. You can also teach them to count the different shapes that they use on their paper. Paragraph 2. Balloon toss is an activity that you can do with toddlers. You will need balloons for this activity and if you are doing this with older toddlers you can add string for them to hit the balloon over. In this activity the toddlers will try to toss the balloon up in the air and keep them afloat to not hit the floor. • In this activity they are learning to “throw” or hit the balloon. They are using their fine and gross motor skills to hit the balloon and their legs for “balance and hopping” to keep the balloon afloat. (Mossler, 2011) • Balloon toss encourages physical development. It will get your toddler up and moving. It encourages them to toss or hit the balloon and use their upper and lower body to keep the balloon afloat. • Balloon toss will help with the health and wellbeing of the toddler to keep them active by increasing their physical activity. Paragraph 3. An item that I would recommend for the toddler room would be the Sassy SoftCushion Play Space Interlocking Mat. This mat is soft and squishy along with cutouts that have different shapes and colors. • Purchasing these interlocking mats is enhancing and providing children to fine tune their gross and fine motor skills. It is allowing the children to use their socioemotional CENTER 6 development to interlock the mat pieces together and create a unique mat of their own weather they use the middle pieces or take them out. • http://www.walmart.com/ip/17284187?wmlspartner=wlpa&adid=222222222270144 7971&wl0=&wl1=g&wl2=c&wl3=41822986750&wl4=&wl5=pla&wl6=34452822670&veh=se m 3. ROOM #3 – Early Childhood Room Paragraph 1. Board book time is where the children will sit down on the floor for circle time. Ask children to find certain items on the page, if they cannot encourage them to work together to find the items. Another activity is to ask the children to tell the story instead of you reading it to them. Let them use their imagination. • Children will learn by “using their imagination through play.” When children are playing, they learn from each other and learn to “connect words to actions” (UNICEF, ECD unit, 2009) • Providing board book time with the children enhances their socioemotional and cognitive development. It helps their socioemotional development by getting them involved as a group to help point out the items that a child may not know. It gets them working as a team. Their cognitive skills are at work by allowing them to improvise on creating their own story by looking at the pictures. CENTER 7 • At this age you are preparing the children for preschool and kindergarten. To get them ready for their education, you are showing them how to work together and how to use their thinking skills. Paragraph 2. In this activity children will learn to play with sponge balls. They can kick, roll, throw or bounce them. Children will be able to feel the ball and describe what it feels like. • By moving and doing, children learn how to develop their throwing, by “using hand and wrist muscles.” They gain control and develop “balance when kicking” the ball. (UNICEF, ECD, 2009) • This activity will enhance the children’s physical development. It will also increase their handeye coordination. It increases their socioemotional development by engaging in communication with the other children. • Regardless of the race of the child, each child will have a turn to kick, roll, throw or bounce the ball. You can split the girls from the boys and can see who will be able to kick the farthest. Paragraph 3. Childcraft HeavyDuty Plastic Tub for Sand and Water Table • The sensory table is a handson activity that promotes socioemotional development by “children having conversation with each other and “builds selfefficacy and self esteem, physical development by “promoting fine and gross motor skills” (Hachey, A. C. & Butler, D. L., 2009) CENTER 8 • http://www.rakuten.com/prod/childcraftclearplastictubforsandandwater table/228303023.html? listingId=254084740&scid=pla_google_SchoolSpecialty&adid=18179&gclid=CLq25fr6zr0CFe MF7Aodb00AWQ 4. ROOM #4 – Middle/Late Childhood Room Paragraph 1. Children can make shiny fish. The items they will need are tin foil, a net vegetable bag, sticky tape, felttip pens, thick paper, paint, paintbrush and salt. Children will paint the thick paper and then add salt to see the reaction it has with the paint. They will then draw a fish on the tin paper and color the fish in with as little or as much detail as they would like. They will then cut them out and stick onto the paper. • In our text it states that spatial intelligence involves “skills related to visualization like design, art, drafting and architecture” (Mossler, 2011). Providing different kinds are art projects can help stimulate this in children that like to express themselves through special intelligence. • This increases socioemotional development because these art projects will vary among children. It will increase conversation between them building their selfesteem. It will also enhance their fine motor skills when using detail in the fish and cutting them out with the scissors. CENTER 9 • Generally fishing is for boys. During this activity the discussion can be based on the hunters and gathers back when we first started our county. We can talk about what men and women roles were back then. This activity can also be used for Father’s day. Paragraph 2. The second class will be outdoors. In this activity the children will rotate through 5 different stations for 1 minute each. The stations will include jumping jacks, situps, jump rope, toe touches, and squats. • “Children that are involved with extracurricular activities are less likely to become involved in problem behaviors” (Eccles & Barber, 1999; Mahoney, 2001). If we teach our children to stay active or get involved in sports, they will tend to stay out of trouble or look for things to do because they get bored. • This activity will enhance their physical development by enhancing their gross motor skills. These activities will get their heart rate up and keep them active. • Getting children involved in physical activity will show them that it is an important part of their life to be physically fit. Parents can encourage this by participating in extracurricular activities by supporting them in these activities and/or getting the family involved with family outdoor activities. Paragraph 3. In the middle to late childhood room, I would like to purchase a Learning Resources Math Mat Challenge. • By providing this mat in the classroom you are giving the children the tools to not only get off the couch and move but cognitively engaging them by having them do their math. CENTER 10 • http://www.walmart.com/ip/LearningResourcesMathMatChallenge/15381926 5. ROOM #5 – Adolescence Room Paragraph 1. This activity will involve sewing a pillow. The materials needed are sewing machines, thread, needles, fabric, and stuffing material. • “Children learn by social and cultural tools in which they are exposed” (Mossler, 2011). As stated below sewing is typically done by women, but introducing this as an activity to the classroom will get both genders involved and increase their social skills. • This activity will enhance fine motor skills and also socioemothional skills by having the children involved with making different colors and sizes of pillows. It will get them involved with talking to one another about their different pillows. • People tend to think that sewing is supposed to be for girls. Although this may entertain the girls more, the boys will also be involved by encouragement of the staff. It will get them to interact together. Paragraph 2. Although we are supposed to limit video games to the children, the one activity we will include is Dance, Dance Revolution. • Getting the children involved in a physical activity increases their “cognitive wellbeing” (Barber, Eccles, & Stone, 2001; Glancy, Willits, & Farrell, 1986; Marsh, 1992; Youniss, McLellan, Su, & Yates, 1999). It has also been linked to higher rates of college attendance and fewer dropouts” (Gould &Weiss, 1987; Marsh& Kleitman, 2003; McNeal, 1995). CENTER 11 • This activity enhances physical development by getting your child off of the couch and dancing. Although it is a video game, it is interactive. • This will get all races and genders involved. It will promote dance for boys and girls and creativity in their moves. Paragraph 3. In the adolescence room I would like to purchase an ASUS Transformer P1801 18.4” Tablet & AllinOne Desktop computer. • This class will need a technology lab to help them to research homework, gaming, internet search and to gain technical skills while also learning to effectively navigate their way through the Microsoft Office programs. • http://www.bhphotovideo.com/bnh/controller/home?O=&sku=944821&gclid=CO2I uiYz70CFWEV7AodURMAHw&Q=&is=REG&A=details Conclusion: As you can see these rooms will be filled with all developmental stages to help our children learn and grow. This environment will be open to parents at all times to help with the growth in your children. Children learn by example and we will be that example to let children make their choices to exceed in life. I want to thank you for letting me take the time to show the different rooms that we will provide for the different ages and materials we will provide for their learning experiences. It has been my pleasure. Let this Rockin’ Rumble experience begin. CENTER 12 References Essles, J. S., Barber, B.L., Stone, M., and Hunt, J. (2003). Extracurricular Activities and Adolescent Development. Journal of Social Issue, Vol. 59, No. 4, 2003, pp. 865889. Retrieved from http://rcgd.isr.umich.edu/garp/articles/eccles03g.pdf CENTER 13 Eccles, J. & Barber, B. L., (1999); Mahoney, J. L., (2001). Activity Choices in Middle Childhood: The Roles of Gender, SelfBeliefs, And Parent’s Influence. Retrieved from http://rcgd.isr.umich.edu/garp/articles/jacobs05c.pdf Fries, W. C. (2013). Tummy Time for Your Newborn. What is tummy time and why is it important to your infant's development? Our experts weigh in. Retrieved from http://www.webmd.com/parenting/baby/sleepnaps12/tummytime Hachey, A. C. & Butler, D. L. (2009). Seeds in the Window, Soil in the Sensory Table. Science Education through Gardening and NatureBased Play. Retrieved from http://www.naeyc.org/files/yc/file/200911/HacheyWeb1109.pdf Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S., & Besson, M. (2009). Musical training influences linguistic abilities in 8yearold children: More evidence for brain plasticity. Cerebral Cortex, 19(3), 712723. doi:10.1093/cercor/bhn120. Mossler, R.A. (2011). Child and adolescent development. San Diego, CA: Bridgepoint Education, Inc. UNICEF, ECD. (2009). Early Child Development Kit: A Treasure Box of Activities. Retrieved from http://www.factsforlife.org/pdf/Activity_Guide.pdf
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