CHILD 210-03
“You see a child play, and it is so close to seeing an artist paint, for in play a child
says things without uttering a word. You can see how he solves his problems.
You can also see what's wrong. Young children, especially, have enormous
creativity, and whatever's in them rises to the surface in free play. “
~Erik Erikson~
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Kristyn Lloyd
Define: Identify and describe a difficulty that you have been challenged to cope
with and improve. My difficulty is that I had a hard time with reading
comprehension through school.
1. What direction has your difficulty taken? Have you seen improvements,
regression, great progress? Because of the reading difficulty I have never
enjoyed reading, and will do ANYTHING to find another way to complete the
task. But the comprehension inability stemmed from the inability to focus while
looking at words.
2. Can you identify any disciplines that have contributed to improving your
challenge like counseling, education, or medicine? Sure later on in life, on my
mission I was able to read a little better because I could focus on learning
another language along the way. So the discipline that helped me was religion.
3. Did your family environment help or hinder your progress? We would read the
scriptures together as a family which made me more comfortable being able to
read and understand a little better over time. But as I saw my younger sisters
learn to read better and faster than I got even more discouraged when I
compared myself to them.
4. Did your community culture aid in creating solutions for your challenge? Once
I was tested for a reading disability but I was not AS far behind as some other
students so I wasn’t put into a special reading class. Plus my pride kept me from
doing so. Both reading and writing were the same classes in middle school and I
was a good writer so it brought me up.
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Kristyn Lloyd
Please respond to the following questions while listening to BYUI Forum held on January
16th, 2014 with Ryan Anderson. *
1. How does the idea of marriage equality fail? It can’t say what marriage is nor
explain why the government is involved. Marriage needs to be most intense and
most important and emotional union. Not simply “companion”.
1. Monogamy
2. Permanency
3. Sexual exclusivity
3. According to philosophy, what are the actions, goods, and norms that make
traditional marriage distinct or different from modern definitions of marriage?
Social institution then later become father and mother. Reproduction requires a
father and mother. Mother will always be there when a child is born. The father
SHOULD be there, but in society may not. Mothering and fathering each provide
different parenting to help children. Each is necessary culturally and biologically
to the development of children. Children learn how to place masculine
aggression appropriately from fathers. Dads show example of love to mother and
scare off bad “boyfriends”. Each parent does unique things for children and
without one of them they are missing out on great blessings.
They care about how the parents affect children. They want children to have 2
parents. This affects resources, and criminals, graduates, etc.
6. Prior to the 1960's what percentage of children were born out of wedlock?
>10%
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7. What are some of the consequences for children now that the laws have
redefined marriage? (Following this forum, on June 26th, 2015, the Supreme
Court did rule that states must allow same sex marriage.)
Laws will teach something (values) that will later impact the people. This
affects:
Two fathers are not equal to two heterosexual parents for rearing children
It could divide the father’s love and affection among families
Religious institutions are unlikely to be able to place children with families
with both mothers and fathers.
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Behaviorism-
1. Observe the behavior that needs to be changed, determine issue
2. Look at cause or motivation (counteract) Therapeutic stretch band (for legs)
to provide a way to minimize distraction while allowing his "wiggles"
3. Operant conditioning- Encourage them to focus on work by being able to
earn some reward upon finishing. (Reinforcement) create goals and follow
progress
4. Show parents example of doing work- (modeling) so that the child will mimic
the parents behavior and also complete work
5. Keep a family schedule for jobs around the house (classical conditioning)
Cognitive-
1. Research information as parent to find tools and strategies to cope or work
with disability
2. Teach according to learning their learning style
3. Volunteering in the school to be able to see and adjust how things go in the
classroom (to understand teacher perspective)
4. Gather info from child and offer suggestions and strategies accordingly
Sociocultural-
1. Adjust to school- have peer mentor (ex: older sibling)
2. (Less common in other cultures; Peru)
3. Church- smaller groups
4. Home school to be able to control the environment, if this is best for them
5. Evaluate technology use, food, diet, additives, etc.
6. Narrow in on specific distractors in the environment and change those
accordingly to focus
Humanism-
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1. Look at each need category and evaluate how the behavior is impacting
them
2. Look at home life, and how they are treated - parent feelings toward child.
This can affect love and support
3. See Positive behaviors and praise them
4. Often creative and observant- positive/ improve
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Kristyn Lloyd
Select one of the following questions and write a 200 word response based on
the concepts identified in Chapter 3 of the Berger text and class discussion.
Dear Abby,
I keep hearing how eating right and exercising will lengthen your life span. But if
that is the case, why did the cigar smoking, alcohol drinking George Burns live to
be 100 years of age? Are we programmed to die at a certain age? What is
relationship between genotype and phenotype?
It could be that George has great genetic ... Where when most people smoke it
will be bad and they can only lengthen their life by healthy eating and exercise.
But if George has genes that allow long life, his poor health choices will not affect
him nearly as much.
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Kristyn Lloyd
Is there a
What are the effects of critical What measures can be taken
Teratogen exposure on the unborn period for to prevent damage?
child? exposure?
Normal, modest use poses Whole Avoid excessive use.
Caffeine Use no problem pregnancy
Brain damage, cognitive Whole Don’t get a cat/ play in the dirt/
Toxoplasmosis dysfunction, loss of vision pregnancy eat raw meat
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Kristyn Lloyd
Explain each of the 5 S's of Baby Calming according to Dr. Harvey Karp and reasons behind
each technique.
Tight, with the arms down, to feel protected. Use square blanket big enough to wrap and
tuck in. Down up, down up. Down: Pull over shoulder and snug at side. Up: To the other
shoulder and tuck behind (snug it). Down: pull to breastbone Up: pull around like a belt
and tuck.
2. Side/Stomach Position
When baby in on her side or stomach “reverse breast feeding position” or “football hold”
it triggers their reflex to calm down. Always remember to cradle the head.
Loud shushing is similar to the sound in the mother’s uterus. Shush as loud as the baby
is crying. Their eyes get sleepy.
4. Swinging
Allow the head to swing a little while supporting the head and neck. This takes some
practice. However be careful to not shake the baby hard, just a “jiggle movement”.
5. Sucking
Allow the baby to suck on a pacifier, or drink breast milk. Do not dip it in honey or
syrup. Try to push down the pacifier so that it feels like they are going to drop it-
this makes them suck harder. Don’t push pacifier into their face, they need to learn
to suck themselves.
(Sleep could be the 6th s- because this helps them calm, and feel better)
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Kristyn Lloyd
Please take notes on the class presentations on Baby Sign Language and Infant Nutrition. Notes
on both presentations will count as a one-journal entry. Please take at least 100 words of notes.
Nutrition:
Cows milk- after a year because hard to digest
Rice cereal- 3 months
Peanut butter- 2 years "for chewing motion"
Grapes- 6 months but in tiny pieces
Mac and cheese- 10-12 months
Corn- 1 year, not nutritious and choking hazard
Pumpkin seeds- choking hazards- wait until older
Newborns eat every 2-3 hours because of rapid growth. They also need iron for
their blood
4-6 months- introduce solid foods, purée mixed with breast mile and gradually
thicken it. Know when they are ready: interest in eating, moves tongue
6-8- help them drink water along with purée, unsweetened yogurt ok now
8-10 months ready for more solids when they have fine motor skills to pick up
food. Cottage cheese, o shaped cereal, mashed potatoes, finger foods like pasta
10-12 months - try to use utensils, mashed fruits, bite sized veggies,
Be careful of allergies- wait 3 days before switching foods watch for swelling and
allergic reactions like rashes
One year old- baby will stop eating as much- half of calories from fat
Help them eat, but don't fight them. Let them choose what they want, keep a
variety on plate. Be aware they will grab whatever is in front of them. No
seasoning- affects taste buds. Mash and make chewable pieces. "Quartering"
fruits and hotdogs. Child should not be on a bottle at this point- wrecks teeth".
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12-16 Noises for similar reactions, “danyee” like thank you, “yeah” for
months understanding
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Kristyn Lloyd
What behaviors between infant and caregiver can create secure attachments? List at least 3
general ideas. Use the ideas from class discussion on predictors of secure attachment. Please
write at least 100 words.
For the attachment to be secure the infant needs to feel comfortable and
confident. The child needs a way to explore and discover so have a little of their
own space away from the adult but still within sight.
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Kristyn Lloyd
Please take notes on the class presentations on Emotional Development in Infancy and the
Influence of Fathers. Notes on both presentations will count as a one journal entry. Please write
at least 100 words.
Emotional development:
Pleasure and pain
Colic-immature digestion
Reflux- immature swallowing, liquid diet (herd- acid that irritates)
Joy:
Social smile
Coo noise
Laughter
Curiosity
Enjoy seeing happy faces
Anger:
Frustration
Restraint when trying to explore
Cortisol stress hormone
Sadness:
Withdrawal
Stress/depression
Stress:
Hypothalamus grows slowly when frightened
Body contact and attention
Guilt/ shame:
Socially aware
Temperament
Natural
Response to environment
Personality
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Kristyn Lloyd
Define and apply the Primary, Secondary and Tertiary Levels of Prevention to
Abuse:
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Please record presentation notes here and use up to 100 words of notes. Record notes for both
presentations.
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Please record presentation notes here and use up to 100 words of notes. Record notes for both
presentations.
Parenting styles:
Parents have a sacred duty to rear children
Authoritative Parenting, (agency to child)
Engagement allows attachment with respect
Consistency and encouragement, role models, expectations,
Children learn negotiation, maturity, higher self esteem from firm but
loving environment
Authoritarian Parenting (my way or highway)
Compliant on short term basis, unhappy, do not desire to do good
because of force
Don't express emotions, low communication
Permissive Parenting
Want to be child's best friend, child makes rules, little to no discipline
Children test limits and lack self control
Harmful way to parent- absence of agency because
Neglect / Uninvolved Parenting
Harmful to child, ignore child behavior
Poor future friendships
Depression likely to lead to criminal lifestyle
Parents almost choose to not be parents (could be due to drugs)
Value of Play:
Solitary play (birth until 2 yrs) about exploration
Playing alone
Natural stage of development
Creativity
Freedom of imagination, practice physical and mental skills
Parallel play
Aware of other children around them
Play by themselves but next to each other or with same object
Associative play
Independent in what they do but they might share
Start having friends
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Cooperative play
Use group efforts to meet a goal
Play by rules
Friendships built
Physical benefits
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Kristyn Lloyd
Please list at least 5 researched based discipline strategies that teach emotion regulation and empathy.
Start with empathy statement and make you look not aren't punishing, like "this is
so sad". Without any sarcasm or laughter. child will begin to feel guilt. Ask them
questions.
Gather information about why they did something before drawing your own
conclusions (maybe trying to help)
1. Gather emotions
2. Connect with child-teach
3. Listen to child
4. Name emotions-vocabulary
5. Find good solutions- explore together
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Kristyn Lloyd
Journal Entry #15 Tips for Designing a Room for a Child with Asthma
Child Development 210 Sister Eagar
Incorporate at least 5 allergen free decorating tips discussed in class. Which level of prevention
are we using?
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Kristyn Lloyd
Please write up to 100 words using ideas from class presentations on learning disabilities and
childhood obesity.
Special circumstances:
Disabilities: Significant limitations and intellectual....
ADHD: forgetful, cannot concentrate, impulsive, good at switch tasking, and can
usually grow out of it in adulthood.
Obesity:
-we are embedded in a culture that promotes obesity
-many treats/ advertisements/ tv- cultural influences
Why food?
Way to socialize
Smell
Cheaper
Faster
Reward- emotional eating/ stress
Eat without monitoring quantity
Western diet, other cultures
Addictive
Respectful to share
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What talents or skills would your mother or caregiver say that you possess?
-I find that I need a little bit of social activities in my life or I’ll go crazy, but
often I am most comfortable alone.
1. Spatial
2. Bodily- kinesthetic
3. Linguistic
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Kristyn Lloyd
Please view the following video of a primary school classroom in Japan and answer the following
questions: https://www.youtube.com/watch?v=jd7YWx7idfE (Cut and paste the link in a browser
if necessary.)
Contrast several differences between your 4th grade classroom and this classroom in
Japan.
Do these differences reveal a "hidden curriculum" or an unspoken priority in this
Japanese classroom?
Do these differences reveal a "hidden curriculum" in your own 4th grade classroom?
Japanese classroom:
What is valued?
Playing in mud "blowing off steam"
Building and problem solving together
Take responsibility/ be respectful
Defending each other- challenging authority
Teamwork/ class discussion/ collective decision
Well/ clear speaking
Apologetic/ grateful
Public shame
Induction based
US classroom:
What is valued?
Respect teacher
One on one problem solving outside of class time
Authoritarian teacher
Indoor Classroom learning
Respectful is quiet
Individually compassionate
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Kristyn Lloyd
“Spiritual convictions and restoring religious routines (like prayer and attendance
to church services) also help children cope if they provide hope and healing.”
The child’s interpretation of events determines how they will respond. Often they
will mimic adult behavior when they do not understand what is happening.
Children need daily routines for stability
Children need order within the family
If family remains calm and are prepared, the child will also be calm
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Kristyn Lloyd
Please write up to 100 words using ideas from class presentations on developing
friendships and bullying prevention.
Bullying:
Makes you feel: gross, powerless, exhausted, helpless, hopeless,
unwanted, powerless, angry, isolating
Victims are often bullies later on to take out aggression later on others
As a parent be a good example to children, volunteer in the classroom or
recess to view children, create anti-bullying habits, make sure they
understand what bullying is and ask them about it and their situation,...
Ask bully to stop first then turn to authority figures, and if it worsens save
screenshots and get law enforcement involved.
Don't become a bully- teach to love one another
Understand that everyone is different and that is wonderful, also you never
know what others have been through
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Who is at risk?
Teens going through puberty, and exploring their own bodies, curiosity, and little-
to-no parental involvement.
Gospel suggestions:
1. Family communication with openness and warmth
2. Teach the doctrine of the church regarding morality
3. Teach how to make wise choices
4. Help build strong testimonies of the gospel
5. Create a happy environmental home, which includes being emotionally
available
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Kristyn Lloyd
Please write up to 100 words using ideas from class presentations on drug use
and abuse and eating disorders in adolescence.
Eating disorders:
Body image distorted by media
Relationships and puberty affect self
In romantic relationships women usually diet
Body image has changed through the time
It is all fake through plastic surgery and Photoshop
Anorexia- stop eating to loose weight, high exercise, voluntary under eat
and over exercise. (17 or lower BMI) muscle loss, hair loss
Bulimia- eat lots of food then purge by vomiting, warning signs; missing
food, trips to the bathroom, too much exercise, discoloration of teeth
Tell yourself that you love your body from God. Something that your brain
won't dismiss so quickly.
Infertility from anorexia
Binge eating, large amount of food, overeating, sugary foods, privately
and consistent. Leads to drugs, depression, and weight gain. Listen to
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your body when full. Feed feelings in other ways than food.
Solutions: Ed programs, encourage self love, family based therapy...
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Please write up to 100 words using ideas from class presentations on the impact
of technology on adolescents.
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Child Development
Issues and Implications
Journal
CHILD 210-03
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