Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

Required Resources

Note: Please read/view the following Required Resources in the order indicated below. You are required to view only the segments of the CD-ROM that are indicated in the Learning Resources. Be aware that the developmental domains are referred to differently on the CD-ROM than they are in the course text (i.e., the biological realm is the same as the physical domain, and the psychosocial realm is the same as the social and emotional domain).

• Course Text: Discovering Child Development
  • Page 339: Late Childhood Development
  • Chapter 11: Physical Development and Health in Late Childhood
    • Pages 341–356 (Read to “What Are the Health and Safety Concerns of Late Childhood?”)
  • Chapter 12: Cognitive and Language Development in Late Childhood
    • Pages 371–390 (Read from “Learning How to Learn” to “Students with Special Needs”)
• CD-ROM: Development: Journey Through Childhood and Adolescence
  • Unit 7: Middle Childhood
    • Video: The Educational Environment
    • Learning Launch: Middle Childhood: The Cognitive Realm: Piaget: Concrete Operations
• Online Reading: Excerpt from “What If All the Children in My Class Are White? Historical and Research Background” by Louise Derman-Sparks and Patricia G. Ramsey (PDF format)
  Derman-Sparks, L., & Ramsey, P. G. (2005, November). What if all the children in my class are white? Historical and research background. Beyond the Journal, Young Children on the Web. Retrieved August 7, 2006, from http://www.journal.naeyc.org/btj/200511/DermanSparksBTJ1105.pdf
  
  
• Course Text: Discovering Child Development
  • Chapter 13: Social and Emotional Development in Late Childhood
    • Pages 403–438
• Online Reading: Week 4: Sum It Up (PDF format)
  From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin
  Published by Allyn and Bacon, Boston, MA. Copyright 2003 by Pearson Education. Used by permission of the publisher.

Media

• Video: Laureate Education (Producer). (2008). Child development: School-aged children [Video file]. Retrieved from https://class.waldenu.edu
  Note: The approximate length of this media piece is 5 minutes.
  
  In this media segment, you will observe children 6 to 10 years old in a mixed-age after-school program.
  Note: You will need to watch this media segment in order to complete your Application Assignment for this week. 

Optional Resources

• Web Site: Centers for Disease Control and Prevention
  • Child Development: Middle Childhood (6–8 years old)
    http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.html
  • Child Development: Middle Childhood (9–11 years old)
    http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
    
    
• Web Site: Child Trends
  http://www.childtrends.org/
  
  
• Web Site: Child Trends DataBank: “Children in Poverty”
  http://childtrends.org/?indicators=children-in-poverty
  
  
• Web Article: “The Effects of Poverty on Children” by Jeanne Brooks-Gunn and Greg J. Duncan
  http://www.princeton.edu/futureofchildren/publications/docs/07_02_03.pdf
  This site, The Future of Children, is a collaboration of The Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution.
• Web Site: Tolerance.org
  Expert Q&A: Ages 6–12—Common questions about youth and prejudice
  http://www.tolerance.org/publication/common-questions-about-youth-and-prejudice
  
  
• Web Site: UnderstandingPrejudice.org
  http://www.understandingprejudice.org
  UnderstandingPrejudice.org was established in 2002 with funding from the National Science Foundation (Grant Number 9950517) and McGraw-Hill Higher Education. The purpose of the site is to offer educational resources and information on prejudice, discrimination, multiculturalism, and diversity, with the ultimate goal of reducing the level of intolerance and bias in contemporary society.
  

Content Review

Directions:

• Respond to each item. Each response should be concise and between two and three paragraphs in length.
• Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
• Copy and paste each question within the document, so that your instructor can see which question you are responding to.

1. The “Learning How to Learn” section in your course text (p. 371) summarizes a very important aspect of children’s cognitive development. In your own words, define the term metacognition. Then, explain why this skill is integral to children’s future cognitive development including success in school and in life.
   
   
2. “As children grow and change, their vulnerability to stress and the situations that produce it also changes” (Martin & Fabes, 2009, p. 407). Review pages 406–413 of your course text, which discuss the situations or types of interactions that are likely to be sources of stress for children between the ages of 5 and 11. Then, explain how a child’s competencies or capabilities related to physical, cognitive, and social and emotional development may affect how the child responds to stressful situations or interactions.
   
   
3. Poverty can create stressful and/or threatening conditions that affect children’s development. Consider, for example, the effects that poverty can have on children’s access to adequate nutrition. In what ways might undernutrition or malnutrition and the stress associated with both impact children’s physical, cognitive, and social and emotional development?