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Chapter 4 & 5Class Learning Activities (to be completed in small groups)All groups are to complete 3 activities. Activities 1 and 4 are mandatory* for all groups but you may choose between Activity 2 and 3. Class Activity 1*Scramble: Gross- and Fine-Motor Skills in the First Two Years (pp. 106–108)Directions: The following list includes gross- and fine-motor milestones that develop during the first two years. Place them in the order in which they typically occur (that is, average age achieved).1. Rolls from side to back2. Plays pat-a-cake3. Grasps a cube4. When held upright, holds head erect and steady5. Jumps in place6. Pulls to a stand7. Walks alone8. Rolls from back to side9. Scribbles vigorously10. Stands alone11. Walks on tiptoe12. Walks up stairs with help13. Sits aloneClass Activity 2Creating a Pamphlet for Parents: Supporting Infant and Toddler LearningReview research on physical development in infancy and toddlerhood, carefully focusing on the importance of appropriate stimulation during the first two years. Next, create a pamphlet for parents about supporting their youngster’s early physical development. Do not only focus on what parents should do, but also explain the consequences of over stimulating babies and toddlers.Class Activity 3Supporting Early Mental Development (pp. 130–133)Pretend that you’ve been asked to speak to a group of parents with very young children. Using research in the text as a guide, describe environmental factors that promote favorable mental development in infants and toddlers. What environmental factors tend to undermine mental development? Why is high-quality child care or early intervention especially important for low-income infants and toddlers?Class Activity 4* Explain how inappropriate stimulation—either too little or too much—can impair brain development and cognitive and emotional progress in the early years. (pp. 97–98)Which infant enrichment program would you choose: one that emphasizes gentle talking and touching and social games, or one that includes reading and number drills and classical music lessons? Explain. (p. 98)Explain why breastfeeding can have lifelong consequences for the development of babies born in poverty stricken regions of the world. (pp. 100–101)Ten-month-old Shaun is below average in height and painfully thin. He has one of two serious growth disorders. Name them, and indicate what clues you would look for to tell which one Shaun has. (pp. 101–102Provide an example of classical conditioning, of operant conditioning, and of habituation/recovery in young infants. Why is each type of learning useful? (pp. 103–104)Cite evidence that motor development is a joint product of biological, psychological, and environmental factors. (pp. 106–108)At 8 months, Ben has just begun to crawl. Can his parents trust him to avoid going headfirst down a steep staircase? Explain. (pp. 109–111)Using the text discussion on pages 120–122, construct an age-related list of infant and toddler cognitive attainments. Which ones are consistent with Piaget’s sensorimotor stage? Which ones develop earlier than Piaget anticipated? (pp. 120–122)Several times, after her father hid a teething biscuit under a red cup, 12-month-old Mimi retrieved it easily. Then Mimi’s father hid the biscuit under a nearby yellow cup. Why did Mimi persist in searching for it under the red cup? (p. 119)Timmy’s mother stood behind him, helping him throw a large ball into a box. As his skill improved, she stepped back, letting him try on his own. Using Vygotsky’s ideas, explain how Timmy’s mother is supporting his cognitive development. (p. 128)Using what you learned about brain development in Chapter 4, explain why it is best to initiate intervention for poverty-stricken children in the first two years rather than later. (p. 133)Fifteen-month-old Joey’s IQ is 115. His mother wants to know exactly what this means and what she should do to support his mental development. How would you respond? (pp. 130–131)Fran frequently corrects her 17-month-old son Jeremy’s attempts to talk and—fearing that he won’t use words—refuses to respond to his gestures. How might Fran be contributing to Jeremy’s slow language progress? (pp. 135–137)Describe evidence that supports the social-interactionist perspective on language development. (pp. 134–135) ................
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