...and Child Development Inf. Child. Dev. 18: 37–60 (2009) Published online 30 July 2008 in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/icd.578 Relationships among Parenting Practices, Parental Stress, Child Behaviour, and Children’s SocialCognitive Development Nicole R. Guajardoa,Ã, Gregory Snyderb and Rachel Petersenc Department of Psychology, Christopher Newport University, Newport News, V A, USA b Children’s Hospital, Omaha, NE, USA c Psychological Assessment Specialists, Pocatello, ID, USA a The present study included observational and self-report measures to examine associations among parental stress, parental behaviour, child behaviour, and children’s theory of mind and emotion understanding. Eighty-three parents and their 3- to 5-year-old children participated. Parents completed measures of parental stress, parenting (laxness, overreactivity), and child behaviour (internalizing, externalizing); children completed language, theory of mind, and emotion understanding measures. Parent–child interactions also were observed (N 5 47). Laxness and parenting stress predicted children’s theory of mind performance and parental usage of imitative gestures and vocalizations accounted for unique variance in emotion understanding. Associations also were found between child behaviour and emotion understanding. Results provide support for direct and indirect associations between parent–child interactions...
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...* Lifespan development is the field tha examine pattern of growth, change, and stability in behavior. (womb to tomb) * Major topical Areas (Physical Dev., Cognitive Dev., Personality Dev., Social Dev.) * Physical- Body and the brain. * Cognitive- Growth and behavior * Personality- Stability and change * Social- interaction and relationships grow * Cultural factors and developmental diversity * Broad factors * Orientation toward individualism or collectivism * Finer differences * Ethnicity * Race * Socioeconomic Race * Gender * Korosol increase stress * Cohort- group of people born at around the same time in the same place * Age graded influences- similar at particular age group * Sociocultural graded influences- social and cultural factors present at a particular time. * Modafin * Critical period- environmental stimuli are necessary for dev. * Sensitive Period- Certain kind of stimuli in environment. * Development is constructed thru biological, sociocultural, and individual factors working together. * Development is lifelong * Early adulthood is not the endpoint of development * No age perios dominates * Development is Multidimensional * Consist of biological, cognitive, and socioemotional dimensions * Multiple components within each dimension * Health and Well-Being * Parenting and Education ...
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...Cognitive Deficits in Children with Autism Melissa Ridjaneck Cognitive Psychology PY 280 Carlow University Jennifer K Roth, PhD Although autism has been around for many years, it has just recently been getting diagnosed more and more. Currently, according to the Centers for Disease Control and Prevention (CDC), approximately 1 in 68 American children are on the autism spectrum (Centers for Disease Control and Prevention, 2014). 1 in every 42 boys and 1 in every 189 girls are diagnosed with autism in the United States (Autism Speaks, 2014). According to the DSM-V, there are five criteria that need to be present in order for an individual to be diagnosed with ASD. The first criterion states “persistent deficits in social communication and social interaction across multiple contexts such as; deficits in social-emotional reciprocity, deficits in nonverbal communicative behaviors used for social interaction, and deficits in developing, maintaining, and understanding relationships (DSM-V, 2013).” The second criterion states “Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following; stereotyped or repetitive motor movements, use of objects, or speech, insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior, highly restricted, fixated interests that are abnormal in intensity or focus, hyper- or hypo reactivity to sensory input or unusual interests in sensory...
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...This essay attempts to analyse, using appropriate illustrations, the extent to which gender stereotyping conforms to Jean Piaget’s four stages of development, which he elaborated in his Theory of Cognitive Development. It will first begin by clearly defining the terms; ‘gender,’ ‘stereotype,’ and hence the term ‘gender stereotyping.’ It will thereafter define cognitive development and will furthermore discuss in depth the stages of cognitive development, which are sensorimotor, preoperational, concrete operational, and formal operational respectively. A critical assessment will then be made on the extent to which gender stereotyping acts in accordance to Piaget’s stages of development, to aid one have a final opinion of his Theory of Cognitive Development. Gender was a word used by Ann Oakley and others in the 1970s to describe the characteristics of men and women that are socially determined, in contrast to the ones that are biologically determined. Gender is therefore a term referring to the social and cultural construction of men and women. The word stereotype is defined as an organised set of beliefs concerning the characteristics of all members of a defined group (Golombok, 1995). Therefore, gender stereotyping is the overgeneralisation about the characteristics of an entire group of people based on their gender. It is the perception of people on how others should behave. According to Piaget (1952), cognitive development was a progressive reorganisation of mental processes...
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...months and throughout the preschool years? Can breast-feeding really impact the success in a child’s life more than bottle-feeding? A recent Brazilian study showed that SGA babies scored significantly lower on the Bayley mental and motor subscales at 6 months and that the difference increased by 12 months [1]. Some studies followed the children for several years, and the findings sometimes changed with the age of follow-up. In American children who were assessed at 4, 5, and 7 years of age, language development, and reading readiness were worse in children who were not breast fed. Similarly, SGA Guatemalan children who had not been different from NEW children before 12 months had significantly poorer developmental levels in their second year and had lower scores on their cognitive tests. Differences between the groups disappeared on subsequent evaluations at 4 and 5 years [3]. Children who were SGA generally performed worse than those who were NEW in tests of cognition [2,3], IQ, and language [4]. In two studies the SGA group performed worse than the NEW group, but the difference did not reach significant levels, perhaps because the sample sizes were small [5,6]....
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...of them Chapter 7: Physical & Cognitive Development • Growth & ability of the body Right/ left handedness emerges early Bone ossification Gross motor skills • Brain lateralization—certain cognitive functions are located more in 1 hemisphere of brain than other→ become more pronounced during preschool years o Right vs. Left hemisphere specialization • Left hemisphere- speaking, reading, thinking & reasoning • Right Hemisphere- Spatial relationships, pattern recognition & emotional expression (global processing) o What are examples of skills associated with the right and left hemisphere? o Some specialization of each hemisphere, BUT each can perform most tasks of the other. EX: right hemisphere does some language processing and does important role in language comprehension • Piaget’s preoperational stage of cognitive development (early childhood: 2—6) o Children at this time increase in use of symbolic thinking, mental reasoning, use of concepts.. Representational thought • EX: seeing moms car keys(symbol) prompts u to ask “are we going to the store?” • Primarily defined by limitations. Characterized by centration o Aren’t capable of operations→ organized/formal mental process that develops in school-aged children o Confuses own POV w/ others & cant consider multiple characteristics of stuff o Period of centration- concentrating on 1 limited aspect of stimulus & ignoring other stimulus. (EX: a cat w/ dog mask is an actual dog to 4 year olds) o Don’t understand...
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...responsibility and righteousness. * Sikhism rejects all forms of rituals such as idol worship, pilgrimages, fasting, and superstitions. * Sikhism teaches service to others. The primary task in life should be to help the poor, needy, and oppressed. The Sikhs have a long heritage of speaking out against injustice and for standing up for the defenseless. * Sikhs are supposed to be saints, scholars, and soldiers. * The word Sikh means disciple or student. Sikhs are the disciples of God who follow the writings and teachings of the ten Sikh Gurus. Three Principles of Sikhism Guru Nanak Dev, the first Sikh Guru, taught three fundamental principles: * Kirat Karo - Work hard and honestly * Wand Ke Chhako - Share what you have with the needy * Naam Jappo - Always remember God throughout the day Mool Mantar Mool Mantar is a basic prayer, composed by Guru Nanak Dev. It is the key prayer of Sikhs which sums up the basic concepts of the Sikh religion. There is one God. | Ik Onkar | His Name is Truth. | Satnam | He is the Creator. | Karta | He is present throughout His Creation. | Purakh | He fears none. | Nirbhao | He hates none. | Nirvair | His...
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...PYC4805 DEVELOPMENTAL PSYCHOLOGY (Child development) April 2015 Assignment 1 Unique number: 576231 Student number: 33692513 Liezel van Beek Ques%on 1: HOW COMPLEX ABILITIES OF NEWBORNS AND INFANTS CONTRIBUTE TO THE FORMATION OF FIRST SOCIAL RELATIONSHIPS EXAMPLES: CULTURAL DIFFERENCES -‐Co-‐sleeping -‐Soothing techniques -‐Sling carrying -‐Motor development SLEEPING -‐5 STATES (NREM, REM, Drowsiness, Quiet alertness, Waking ac^ve/crying) -‐Dev. Nervous System -‐(Dis)organised behaviour CRYING STATES -‐Physical needs (hunger, temperature, noise, pain) -‐Crying when other babies cry -‐Abnormal crying -‐Communicate with caregivers -‐React to other’s suffering (empathy) EXAMPLES: -‐Eye blink -‐Roo^ng -‐Sucking -‐Swimming -‐Moro -‐Palmar grasp -‐Tonic neck -‐Stepping -‐Babinsky REFLEXES Parent/child bonding Sensory s^mula^on – alert, calm disposi^on Rhythm affect Actude & interac^on -‐Communicate ...
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...Annotated Bibliography Ko, M. S., Lee, J. A., Kang, S. Y., & Jeon, H. S. (2014). Effect of Adeli suit treatment on gait in a child with cerebral palsy: a single-subject report. Physiotherapy theory and practice, 31(4), 275-282. The authors of this research study are registered physical therapists, and three of the authors, Lee, Kang, and Jeon, have received higher-level degrees. Also, the study is published in the International Journal of Physiotherapy, which prints reputable peer-reviewed research articles. The main purpose of this study is clearly stated at the beginning, which reads, “the purpose of this study is to investigate the long-term effect of Adeli suit treatment in a child with cerebral palsy”. Therefore, the experimenters analyzed...
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...Contents At a Glance I Advanced UNIX Programming with Linux Advanced Linux Programming 1 Getting Started 3 2 Writing Good GNU/Linux Software 17 3 Processes 45 4 Threads 61 5 Interprocess Communication 95 II Mastering Linux 6 Devices 129 7 The /proc File System 147 8 Linux System Calls 167 9 Inline Assembly Code 189 10 Security 197 11 A Sample GNU/Linux Application 219 III Appendixes A Other Development Tools 259 B Low-Level I/O 281 C Table of Signals 301 D Online Resources 303 E Open Publication License Version 1.0 305 F GNU General Public License 309 Advanced Linux Programming Mark Mitchell, Jeffrey Oldham, and Alex Samuel www.newriders.com 201 West 103rd Street, Indianapolis, Indiana 46290 An Imprint of Pearson Education Boston • Indianapolis • London • Munich • New York • San Francisco Advanced Linux Programming Copyright © 2001 by New Riders Publishing FIRST EDITION: June, 2001 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the publisher, except for the inclusion of brief quotations in a review. International Standard Book Number: 0-7357-1043-0 Library of Congress Catalog Card Number: 00-105343 05 04 03 02 01 7 6 5 4 3 2 1 Interpretation of the printing code:The rightmost doubledigit number is the year of the book’s printing; the rightmost single-digit...
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...HD 340 – Fall 2015 – Midterm #2 Study Guide Chapter 5 through 7 ~ Infancy & Toddlerhood ***In addition, to merely knowing definitions, make sure you can apply the terms to situations, knows pros & cons (if applicable), etc… Please feel free to email me or visit office hours if you get stuck on anything on the guide. Chapter 5 • Cephalocaudal trend: from the Latin for “head to tail.” During the prenatal period, the head develops more rapidly than the lower part of the body. Birth: head takes up ¼ of total body length, legs only 1/3. By age two, head 1/5 and legs nearly 1/2 • Proximodistal trend: when growth proceeds from “near to far.” From the center of the body outward. The head, chest, and trunk grow first, then the arms and legs, and finally hands and feet. During infancy and childhood, the arms and legs continue to grow somewhat ahead of the hands and feet. • Sex differences in growth: infancy, girls are shorter and lighter than boys and higher ratio of fat to muscle. Sex differences persist through early and middle childhood and are greatly magnified at adolescence. Children of the same age differ in rate of physical growth – some mature faster than others. • History of breastfeeding & cultural variations: breastfeeding now more common in industrialized nations. 77% of mothers in America begin breastfeeding after birth, but more than one third stop by 6 months. • Benefits of breastfeeding: provides correct balance of fat and protein. Ensures...
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...Neuron Perspective Children, Wired: For Better and for Worse Daphne Bavelier,1,* C. Shawn Green,2 and Matthew W.G. Dye3 of Brain and Cognitive Sciences, University of Rochester, Rochester, NY 14627, USA of Psychology, Center for Cognitive Sciences, University of Minnesota, Minneapolis, MN 55455, USA 3Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL 61801, USA *Correspondence: daphne@bcs.rochester.edu DOI 10.1016/j.neuron.2010.08.035 2Department 1Department Children encounter technology constantly at home and in school. Television, DVDs, video games, the Internet, and smart phones all play a formative role in children’s development. The term ‘‘technology’’ subsumes a large variety of somewhat independent items, and it is no surprise that current research indicates causes for both optimism and concern depending upon the content of the technology, the context in which the technology immerses the user, and the user’s developmental stage. Furthermore, because the field is still in its infancy, results can be surprising: video games designed to be reasonably mindless result in widespread enhancements of various abilities, acting, we will argue, as exemplary learning tools. Counterintuitive outcomes like these, besides being practically relevant, challenge and eventually lead to refinement of theories concerning fundamental principles of brain plasticity and learning. Introduction It is Monday morning at 7:58 a.m....
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...Software Requirements: * Front End: XML,HTML5 * Middle ware: JavaScript. * Back End: MYSQL. * Operating System: Android * The latest Testflight Android SDK * ADT (Android Developer Tools). Hardware Requirements: * Smart Phone with Android Operating System. Android: * An Android project is the container for your application's source code, resource files, and files such as the Ant build and Android Manifest file. An application project is the main type of project and the contents are eventually built into an .apk file that you install on a device. Hyper Text Markup Language (HTML): HTML is a language made for creating the web pages for the websites. By using HTML language the even a child can make his web pages or even his own website so why not you. Here are some facts about the HTML language: 1 Why do Need HTML? As the HTML is a very easy language for creating the web pages. It can be learned in few hours or in few days. It is the basic format of the HTML file it can be displayed on mostly operating system...
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...We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum. Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of Spanish. We enjoy open communication with parents, we provide highly detailed daily report forms and diaries for each child. "Free the child's potential and you will transform him into the world". Maria Montessori 2. THEORETICAL BACKGROUND TO CHILD DEVELOPMENT AND LEARNING Our idea behind the Montessori classroom is allowing...
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...Bash Guide for Beginners Machtelt Garrels Garrels BVBA Version 1.11 Last updated 20081227 Edition Bash Guide for Beginners Table of Contents Introduction.........................................................................................................................................................1 1. Why this guide?...................................................................................................................................1 2. Who should read this book? .................................................................................................................1 3. New versions, translations and availability.........................................................................................2 4. Revision History..................................................................................................................................2 5. Contributions.......................................................................................................................................3 6. Feedback..............................................................................................................................................3 7. Copyright information.........................................................................................................................3 8. What do you need? .......................................................................................................................
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