Running Head: CRIMINAL INTENT UNDER AGE 7 A Child Under Age 7 Is Not Developmentally Formed to Commit Criminal Intent Marion Johnson Psychology 210-D0-LUO Liberty University Online In studying the three major developmental factors in our textbook, Berger uses the developmental factors biosocial, cognitive, and psychosocial developments to prove that a child under age 7 is not developmentally capable of forming criminal intent. Berger states that the “biosocial development” dealing with the “body changes” and “growth patterns.” “Bodies and brains mature in size and function.” (Berger, 2011, p.209) This states that “from 2 to age 6, a child spends most of their walking hours discovering, creating, laughing, and imaging, as they acquire the skills they need.” (Berger, 2011, p. 207) Between ages 2 and 6, the brain grows from 75 percent to 90 percent of adult weight, with increases particularly in the areas that allow advanced language and social understanding (2011). In this developmental stage the child is taught right from wrong, however but does not know how to make conscious decisions as an adult. “Parents must still be patient when listening to young children talk, helping them to get dressed, or watching them to write the first letter of their name.”(Berger, 2011, p. 2013) The processing at this stage of development is slower because of the young age. Motor and gross skills are also being development and improved.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
They are going through many body and chemical changes. To get a child to talk about sexual abuse could be hard and I believe that is an issue that should be addressed. There are other books, I would consider, such as “My Body Is Special: A Family Book About Sexual Abuse, Elf Help Book” by Cynthia Geisen. Even though it is elementary, we have to consider that some students may not have ever been educated on what is right or wrong when it comes to touching others. I was never touched by anyone but when I was in middle school and was growing into my womanly body, a boy who was 2 years older than me told me I had “milk jugs”.
UNIT 137 1.1 Explain the sequence and rate of moral development that would normally be expected in children and young people from birth to 19 years. STUDENT NAME: Michelle Spence CITY & GUILDS NUMBER: HTY0298 TUTOR NAME: Susan Broadbent DATE: 16th November 2014 In the following table I have indicated expected milestones in moral development in children from birth to 19 years. After researching I have come to the conclusion that children do not show an understanding of moral behaviours prior to the age of 2 and a half years. AGE | STAGE OF DEVELOPMENT | 2 and a half years | * Children do not understand right and wrong but understand the word No. * Children are aware of the role of adults/parents.
They will start to expolre toys, and be able to pedal a bicycle with stabilisers, they will have more control holding and using crayons to draw and turn pages in a book. During the years of 3 to 7 years, children will be growing in confidence, they can also carry out more coordinated movements.A child’s fine motor skills may include; putting together a 12 piece jigsaw and are able to button and unbutton their own clothes. They will have more control with their writing they will learn to form letters and some may be capable of writing their name; drawing and cutting skills. some children will be able to use the toilet alone, play
Krys Robinson January 29, 2013 Diversity in US Culture Children’s television programs today, I feel are doing a good job of introducing cultural diversity to children who are growing up in culturally isolated areas or have little interaction with children of other ethnicities. Many children these days are home schooled or come from less diverse rural areas. Television shows and cartoons can bring experiences right to a child and through story telling can teach tolerance, acceptance and the diversity of today’s world. I focused mainly on early childhood geared cartoons, having watched quite a few with my own children over the years. There are many cartoons where the main character uses another language combined with English to teach second language skills.
The idea I imagine would be the easiest way to prepare them for these skills would be to create a list and chart of what they should know this would be my idea example of creativity. The Webster’s definition of innovation reads: the introduction of something new a product or service. My definition of innovation is to actually produce the product or service with implementation that it is a work in progress. I recently built a poster board of facts for my preschool class in which I placed ideas of what basics they should know before starting kindergarten. I pasted pictures of the 8 basic colors, shapes, all twenty-six letters of the alphabet and their names and birthdays.
It isn’t just quiet play that counts. That ambivalence can show up in the child care classrooms as an emphasis in structured lesson in the name of learning outcomes for school readiness. Outdoor time maybe limited because it’s seen as a non-educational recess rather than a chance to learn through playing outside. Play provides cognitive development inways that educational toys don’t necessarily address. Cognitive development is tied into physical and social interactions in the preschool years as children are constructing view of the world and actions in the preschool years as children are constructing a view of the world and discovering concepts.
L5 ______ 5 pts. Performance Criteria for High-Quality, Non-commercialized Books. NCATE Program Standard 2b. When creating a classroom collection, teachers have the opportunity to introduce children to books they may not see outside of school. Does your log reflect high-quality, non-commercialized books?
And we are bombarded with adds that tell us to buy our way to security, happiness, friendship, and sex” (Lankford 8), but are there other reasons as to why we, and our children, become this way? School, church, peers and the mass media can affect anyone in negative ways (Achenriener 3). Children have not really been the center of study for materialistic research. "Materialism has long been interest to consumer researchers but research has centered on adult consumers not children or teens" (Chaplin 2). In recent studies it was theorized that because a lot of behavior is learned at a young age then it may be children, not adults, that are becoming more