5. Identify and define child development principles, theories, and stages. 6. Apply a systems framework to examine the dynamics of the biophysical, affective, social, psychological, cultural, and cognitive domains of child development. Program Competencies Addressed in this Course: The following competencies are addressed in this course: * It is expected that this course will contribute to student competence to analyze and critique the range of social structures and systems such as health, legal, and economic that affect family
6. How can GDP per capita and poverty rates indicate standard of living in each system? In your opinion, are these two statistics influenced by the Economic System? Why or why not? 7.
What is the difference between an offeror and an offeree? Promisor and promisee? 4. List the components of a contract. 5.
Teacher’s opinions on the use of Social Studies classroom in Social Studies Education. Educational Sciences: Theory and Practices, 12, 2, 1015-1021. Miso, Thomas., & Patterson, Nancy., & Dopen, Frans. Policy in the way of practice: how assessment legislation is affecting social studies curriculum and instruction. Journal of Education Policy and Leadership, 6, 107, 1-13.
5. What price should Davidson charge for his canoes? Monday, November 23 Lecture: Promotions & Marketing Communications Case: Omega Paw Inc., casebook page 97 To be done for today: 1. How do the three consumer segments that Omega has identified in the industry affect the company’s distribution strategy? 2.
QUESTIONS ON ASSIGNMENT 1 COURSE: TEACHING ASSISTANT Questions 1, describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments. 2. WHAT Might your role be in organising, using and maintaining the learning resources, materials and equipment for this percussion lesson. 3. DESCRIBE how you act in class in order to be an effective role model for the standards of behaviour expected in pupils?
Children with learning disabilities or difficulties in social settings can often experience “otherness” in a classroom. As a teacher it would be my responsibility to notice if a student was being “othered”, to identify who is participating in the “othering” of the child, and assisting the child and classmates in recognizing the changes that might need to be made to overcome whatever the reasons are behind “othering”. Paying attention to the student’s social interactions during class and at recess time would allow me to be able to notice if a child is being “othered”. In the classroom, how do the majority of students react to each child as they actively participate in classroom discussions? If most of the students scoff, eye roll, or additionally demonstrate disrespectful behaviors it would be worthwhile to monitor other classroom interactions between students.
2012. Office of Temporary and Disability Assistance (OTDA). Retrieved March 5, 2012 (http://otda.ny.gov/programs/food-stamps/) Jindani, S. G., & Murdock, V. 2009. “Toward Client-Centered Service: Asking Clients for Their Views of TANF, Food Stamps, Child Care, and Medicaid Services”. Journal Of Social Service Research 35(4): 364-379.
8. Ethical Issues What ethical issues could be involved? Children’s names being used, labeling children according to ability, social class, ethnicity, economic status. How are you going to address them? Permission slips to be signed by parents, anonymity for all children discussed in research project.
Some conceptual approaches can be systematical, experimental or learned, and existential (Menderas, 2008). Systematic conceptual approach to learning teaches an individual to learn from a system of thought (Menderas, 2008). An example would be a child in a regular elementary school. The teachers will often teach or to instruct students through various ways of systematic thinking. Young children will learn how to count first, then add, subtract, multiply, and then how to divide.