Curriculum activity: cognitive and language development


Design an individualized, responsive, developmentally appropriate lesson plan for the cognitive or language development of an infant (birth to twelve months), a toddler (twelve months through two years), and a preschooler (three through four years) in a template of your choice.

  • Create a lesson plan template of your choice in a Word document for your response.
  • Use APA format for the title page, references page, and in-text citations.
  • Develop an introduction explaining the context of your lesson plans and a conclusion summarizing anticipated outcomes for each age level.

A good place to start is to expand the information provided on developmental charts (see Module 2 Learning Objects). For instance, when it says provide interesting toys and materials for babies to handle and explore, be specific as to what specific toys and materials you would use and how you would use them to build cognitive or language skills.

Consider how you would set up an “area” in your classroom related to specific skills. To get ideas for an infant and toddler environment, visit the PITC website (Links to an external site.) to take a virtual tour through five California community college children’s centers implementing the PITC approach to infant-toddler care.

Choose a title, and designate the age level for each group of activities.

You must have at least 2 activities for the domain at each age level.

Things to consider:

  • What am I doing (the child)?
  • How am I feeling?
  • What am I learning?

For you:

  • What will I do to support the child’s development and learning?
  • What are responsive interactions?

Plans to consider:

  • Songs, finger plays, music
  • Stories, books
  • Environment, toys, materials, opportunities
  • Experiences with families
  • Special experiences

Be creative in your activities, and be sure to properly document any sources you use.



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Piaget’s cognitive developmental theory | Education homework help


In this assignment you will need to create a Prezi or PowerPoint that will highlight the important points of the theory you picked as well as its influence in explaining development. You will want to expand your points from the discussion with greater detail in this assignment. The presentation will start with a short introduction of the theory and conclude with why you picked it within the discussion as best explaining development. We will want to have a minimum of a seven slide PPT or Prezi. All references will be listed in APA format.



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Which company offers best cognitive neuroscience writing services? | Nursing | Florida Association of Colleges and Universities


Cognitive neuroscience writing help services have come up with Cognitive Neuroscience Writing Services for nursing coursework writing help service students in order for them to score straight A’s in their cognitive neuroscience research writing services. 



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Cognitive development activities | Education homework help


Week 3 – Assignment
Due: Jul 9, 2019 at 1:59 AM

Cognitive Development Activities

[WLOs: 1, 3, 4] [CLOs: 1, 4, 5, 6]

Prior to completing this assignment, read Chapters 7 and 8 in your textbook and read the Piaget’s Enduring Contribution to Developmental Psychology, On Major Developments in Preschoolers’ Imagination, and The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper No. 5 articles. Also, review the Week 5 Final Project instructions for creating the proposal, and review the videos: Play: A Vygotskian approachand Piaget’s Stages of Development.

The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center.

Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source.  Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity.

Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:

  • Describe the activity in some detail (provide more than just the name of the activity).
  • Identify the specific concept from cognitive development theory that supports the use of this activity.
  • Identify how the activity enhances cognitive development in the specific age group.

Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center.

Examples of Activities:

Example 1: Cognitive Development Activity for Infant Room: Peekaboo. 

One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving. 

In the adolescent room, we propose having a collection of board games that require logical thinking and problem solving. Adolescence is the beginning of more sophisticated thinking. Children in this age group move from concrete operations to what Piaget calls formal operations. They are becoming capable of deductive and hypothetical reasoning (Mossler, 2014). Games like chess, Battleship, and checkers all require players to engage in this kind of thinking. Another game that can be used is the game of Clue. This game supports the development of prepositional logic and requires players to think hypothetically (Neller, Markov, and Russell, 2006). These games will not only promote cognitive development but will further support psychosocial development because of the required interactions.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic. Retrieved from http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf

The Cognitive Development Activities paper

  • Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style
  • Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
  • For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013.
  • Must utilize academic voice. See the Academic Voice resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
  • For assistance on writing Introductions & Conclusions as well as Writing a Thesis Statement, refer to the Ashford Writing Center resources.
  • Must use at least one credible source in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.



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Presentation ch 2 book children’s thinking cognitive development and


II.  Biological Bases of Cognitive Development 

A. Overview of Biological Bases of Cognitive Development

B. Models of gene-environment interaction

C. Neurological basis of cognitive development

Resources

Resources used for presentation.  Provide Dr. Ellison with the citations used for the presentation.

Additional Resources

Castellanos FX, Tannock R. (2002). Neuroscience of attention-deficit/hyperactivity disorder: The search for endophenotypes. National  Review of  Neuroscience 3: 617–628.

Chhabildas N, Pennington BF, Willcutt EG. (2001). A comparison of the neuropsychological profiles of the DSM-IV subtypes of ADHD. Journal of Abnormal Child Psychology 29: 529–540.

http://brain.oxfordjournals.org/content/brain/122/11/2015.full.pdf



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Social cognitive | Education homework help


  

Social Cognitive Theory Analysis Assignment Instructions

For this assignment, you will view the video about “Bandura’s Social Cognitive Theory” (Davidson, 2003). Complete this Bandura’s Social Cognitive Theory Video Notes document. You must answer each question using complete sentences and following current APA format. For the final question, you will construct at least one solid paragraph of at least 400 words in answer to the question. You must use at least 1 scholarly source in your paragraphs.

You must write complete sentences and follow current APA guidelines. You can cite direct quotes from the video as follows: (Davidson, 2003). You can see how to complete the reference for the video at the end of these instructions.

Those with high self-efficacy are more likely to approach obstacles as

“challenges to be mastered rather than threats to be avoided” (Bandura, 1997, p. 39).

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 3.

Bandura’s Social Cognitive Theory Video Notes

  

Triadic Reciprocal Causation

 

Describe what   triadic reciprocal causation is. 

 

How is triadic   reciprocal causation of social cognitive theory different than earlier   behavioral learning theories? 

 

Modeling and Observational Learning

 

Name and describe   the 4 processes of observational learning. 

 

Describe 4 effects   of viewing televised aggression according to Bandura. 

 

Self Efficacy

 

Define self-efficacy.

 

Name and describe   the 4 major ways that one can develop a strong sense of self-efficacy as   presented in the video by Bandura. 

 

How does self-efficacy   differ from self-esteem?

 

Name and describe 4 effects   of efficacy beliefs. 

 

Biblical Integration

 

Share at least 2 verses/passages   regarding being a good example and/or role model to others. Share the verse   in quotes, followed by the citation.

 

Share an example   from Scripture of one who either exhibited a strong sense of self-efficacy or   one who did not exhibit a strong sense of self-efficacy. Support your answer.   

 

Write 1 solid paragraph of at least 400 words defining self-efficacy,   describe the basic principles of social cognitive theory, and articulate how   you can help to develop a stronger sense of self-efficacy in your students. You   must include the importance of your role as an effective role model.

References

Davidson, F. (Producer). (2003). Bandura’s social cognitive theory.   Davidson Films. Retrieved from 

http://search.alexanderstreet.com.ezproxy.liberty.edu/view/work/1780107

Bandura, A. (1997). Self-efficacy:   The exercise of control. New York, NY: Freeman.

Davidson, F. (Producer). (2003). Bandura’s   social cognitive theory. Davidson Films. Retrieved from   http://search.alexanderstreet.com.ezproxy.liberty.edu/view/work/1780107

 



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Research paper- language, social- emotional, and cognitive aspects of


 

The research paper should be a total of 8 pages. The paper should have a

– Title page

– Abstract 

-Introduction 

-Research studies and findings (3 pages)

-Conclusion

-Reference page (APA 7 Format)

I have attached a  list of 5 Peer-reviewed references that must be used throughout the research paper.

You can add more references if you like (the references cannot be from Wikipedia or other online resources but rather articles found in professional journals.)

Please NO PLAGIARISM 



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Benchmark – analyzing cognitive and educational evaluation


 

Part 1: Formal and Informal Assessment

Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:

  • In the first row, clearly identify each assessment.
  • In the second row, describe how each assessment is technically sound and minimizes rater bias
  • In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
  • In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.

Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:

  • Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
  • Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
  • Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.

Part 2: Parent Script

Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500 word script seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.

Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report” where appropriate.



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