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ECE 353 Entire Course For more course tutorials
visit www.uophelp.com     ECE 353 Week 1
Discussions 1 Theories And Theoretical Frameworks
(Piagetian Theory/Nativist Approaches) ECE 353
Week 1 Discussions 2 Genetic And Biological
Factors ECE 353 Week 2 Assignment How The Brain
Learns ECE 353 Week 2 Discussions 1 Brain
Development ECE 353 Week 3 Assignment Role Of
Families And The Community ECE 353 Week 3
Discussions 1 Cognitive And Conceptual
Development ECE 353 Week 3 Discussions 2 Theory
Of Mind ECE 353 Week 4 Discussions 1 Problem
Solving And Reasoning
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ECE 353 Week 1 Discussions 1 Theories And
Theoretical Frameworks (Piagetian Theory/Nativist
Approaches) For more course tutorials
visit www.uophelp.com     Theories and
Theoretical Frameworks. As an early childhood
professional, it is expected you will understand
and apply foundational knowledge and theories in
the field. Foundational knowledge and theoretical
understanding provides a framework for you to
utilize when you are working with infants,
toddlers, and school-aged children. Additionally,
your understanding of the foundational knowledge
and theories will inform and shape
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ECE 353 Week 1 Discussions 2 Genetic And
Biological Factors For more course tutorials
visit www.uophelp.com     Genetic and Biological
Factors. Genetic, biological, and environmental
factors are known to a have significant impact on
the development of all children, including
children with attention- deficit/hyperactivity
disorder (ADHD), autism, dyslexia, and other
neurodevelopmental disorders. For children with
specific disorders, there are multiple genetic,
biological, and environmental factors that work
together to create a spectrum of neurobiological
symptoms. For many of these disorders there is
not a single cause but rather a number of
potential contributing factors that can
exacerbate and elucidate symptoms. In the field
of child development, you will work with a
variety of children, including those who have
developmental disorders. It is important to
understand the various factors that contribute to
their diagnosis. Before responding to this
discussion, review the Week One Instructor
Guidance page for additional information,
resources, and support.
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ECE 353 Week 2 Assignment How The Brain Learns
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  How the Brain Learns. In Chapters 3 and 4 of
your primary text, Farrar and Montgomery discuss
executive functioning and memory development
(2015), you learned about factors that influence
brain development. For this assignment, you will
build upon that knowledge by further
investigating how the brain learns. Remember that
working memory, attention, and executive
functions are interconnected and are crucial to
the learning process. This includes the ability
for a child to pay attention, demonstrate
inhibitory control, and goal-directed behavior.
Children may possess varying degrees of each of
these functions, but they work together to create
cognitive
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ECE 353 Week 2 Discussions 1 Brain Development
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  Brain Development. During early childhood, our
brains are continuously modified by environmental
influences. It is now widely accepted that a
childs environment and early life experiences
affect the development, health, and structure of
their brain. Perhaps the most intriguing aspect
of the brain is its ability to change
structurally and functionally in response to
external stimuli, which is known as
neuroplasticity. Watch the video Neuroplasticity
to learn more about this concept (Sentis, 2012).
Additionally, it is now believed that positive
and stimulating
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ECE 353 Week 3 Assignment Role Of Families And
The Community For more course tutorials
visit www.uophelp.com     Role of Families and
the Community CLOs 4. Due by Day 7. One
responsibility of professionals when working with
children is offering support for families by
sharing information with them about
developmentally appropriate strategies for their
children and the availability of resources in
their community. Recall that during Week Two you
developed a flyer that taught the families that
you work with about the role of working
memory, attention, and executive function in
learning and development.
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ECE 353 Week 3 Discussions 1 Cognitive And
Conceptual Development For more course tutorials
visit www.uophelp.com     Cognitive and
Conceptual Development. Concepts are fundamental
to human cognition because of their use in many
forms of thinking, such as problem-solving,
categorization, and inductive inferences (Farrar
Montgomery, 2015, p. 186). To apply your
understanding of cognitive and conceptual
development, it is important to first understand
the three different theories of concept
development that are commonly used. Chapters 5 in
your primary text discuss the following theories
the classical view of conceptual development (the
ideas that all concepts are defined by a set of
necessary and sufficient features), prototype or
probabilistic view
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ECE 353 Week 3 Discussions 2 Theory Of Mind For
more course tutorials visit www.uophelp.com     Th
eory of Mind. Theory of Mind is a theory of
psychological and developmental roots that is
defined by the ability of a child to attribute
mental states such as beliefs, feelings,
knowledge, thoughts, intents to oneself and
others and to understand that others have beliefs
and feelings that are different than ones own.
The diagram below represents the five
foundational components of theory of mind that
emerge between ages 2 and 5 that were shared in
Chapter 6 of our course text,Cognitive
development of children Research and application
. Understanding this developmental sequence is
critical in being able to support children as
they grow and develop cognitively.
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ECE 353 Week 4 Discussions 1 Problem Solving And
Reasoning For more course tutorials
visit www.uophelp.com     Problem Solving and
Reasoning. There are many ways in which cultural
differences impact cognitive development. One of
the areas in which we see the impact relating to
cultural differences is with the development of
reasoning and problem solving skills as is
discussed in Chapter 8 of our textbook. Because
our habits of mind are influenced by our cultural
and historical circumstances, the decision-
making strategies that we seek to promote in
students reflect our own culture (Brenner
Parks, 2001). We must be aware of this and ensure
that we are taking the cultural backgrounds of
the children we work with into consideration as
we help them to develop the ability to reason and
solve problems. In this discussion, you will
examine the social and cultural impacts on
cognitive development by taking a deeper look at
the development
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ECE 353 Week 4 Discussions 2 Relationships
Between Cognitive, Language, And Motor
Development For more course tutorials
visit www.uophelp.com     Relationships Between
Cognitive, Language, and Motor Development.
Cognitive, language, and motor skills are often
thought to be closely interrelated developmental
areas, because as children develop in these
domains, they appear to demonstrate correlated
developmental pathways. For this discussion you
will need to choose one age group from the chart
below and review all three videos for the age
group you choose. After watching Pollacks (n.d.)
videos, address the points listed below. Before
responding to this discussion, review the Week
Four Instructor Guidance for additional
information, resources, and support.
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ECE 353 Week 5 Discussions 1 Cognitive
Development And Learning For more course
tutorials visit www.uophelp.com     Cognitive
Development and Learning. Formal schooling plays
a large role helping children to develop
cognitively. Along with their home and social
environments, experiences in school continue to
foster childrens development of cognitive skills
and strategies. In school, children learn new
ideas, concepts, skills and are provided with the
opportunity to engage in activities where they
can explore and experiment. For this discussion,
you will begin by reviewing one of the videos
below. Before responding to this discussion,
review the Week Five Instructor Guidance for
additional information, resources, and support.
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ECE 353 Week 5 Discussions 2 Intellectual
Development For more course tutorials
visit www.uophelp.com     Intellectual
Development. Educators in the United States
public school classroom often work with children
of varying levels of ability. Children in your
classroom may have Individualized Education Plans
(IEP) that require specific accommodations and
modifications. As part of the process of an IEP,
a school psychologist evaluates the childs
intellectual functioning using a variety of
intellectual and achievement tests. Once the IEP
meeting takes place, various providers (including
possibly speech therapy and occupational therapy)
will also be present at the meeting. For the
purpose of this discussion, we focus specifically
on the role of a school psychologist and
intelligence testing using a case study from your
textbook. In addition to using the case study as
support for your initial reply, read and include
support from the articleIntelligence Foundations.
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ECE 353 Week 5 Final Project Professional
Development Experience (2 PPT) For more course
tutorials visit www.uophelp.com     Professional
Development Experience. Being an effective early
childhood professional requires more than a
passion for teaching or ability to work well with
children. In the first five years of life, the
most critical skills are formed by creating
synaptic connections that are key to cognitive,
social, physical, and emotional development.
Because of their developmental stage, the
environment you provide as an early educator will
set the foundation for each childs K- 12
learning experience and beyond. However, as an
early childhood professional, you will not work
in isolation. Other professionals contribute to
service provided to this population, including
speech and language pathologists, occupational
therapists, school psychologists, and educational
advocates.
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