This is an individual assignment. You are expected to discuss resources and questions with your peer group members. You have a choice of doing it by yourself if you have issues coordinating with your peer group. .
Indicate if you did it by yourself or with your peers.
You may work with your peers and then submit one response as a group. If you submit a group response, your group members’ names must be indicated. You may also write who contributed what. Executive Function
Executive functioning is an umbrella-like concept that consists of a number of higher-level cognitive processes linked to the development of the brain’s prefrontal cortex.
Resources for reference
Executive function skills https://pathways.org/topics-of-development/executive-function/
The site for comprehensive information on executive function https://developingchild.harvard.edu/science/key-concepts/executive-function/
Executive function of the brain https://www.youtube.com/watch?v=efCq_vHUMqs
Impulse Control
The secret of self control. In late 1960s, the experiment was conducted in Stanford Bing Nursery, where several children were given as choice. They could eat one marshmallow right away or they could wait till the research came back and then get two marshmallows instead. The children, who could delay gratification, usually ran around or closed their eyes in order to feel distracted. Basically, they took their mind off the inviting stimulus and exhibited self control. The preliminary studies showed a positive correlation between children’s ability to control themselves and their success in school.
Ted talk about Marshmallow experiment and impulse control (Links to an external site.)Links to an external site.

Discussion questions
What did you learn from Ted Talk video on Impulse Control? (2 points)
Why is it important that children develop an ability to delay gratification? Connect this with research. (2 points)
As a teacher, how will you support development of executive function in children in your care? Give two strategies and connect them with any one resource from above. (3 points)
Give strategies that will help parents to convince children to wait for their rewards. Connect with resources. (3 points)
No student responses are required for this assignment, as it is a peer group assignment. ___________________________________________
Second assignment Unit objective:
Be able to analyze development during infancy against physical, cognitive and social emotional milestones.
Resources
Gross motor development http://www.cde.ca.gov/sp/cd/re/itf09percmotfdgrom.asp California learning foundations
Fine motor development http://www.cde.ca.gov/sp/cd/re/itf09percmotfdfinm.asp California learning foundations
Birth to 1 year video
http://0-fod.infobase.com.library.sjeccd.edu/PortalPlaylists.aspx?wID=97705&xtid=25002
Fine and gross motor development https://sjcc.instructure.com/courses/31844/pages/fine-and-gross-motor-development part from physical development page
Fine and gross motor development from chapter 7 from your textbook
Discussion part
Video or written entry
You can submit questions 2 and 3 in written or in video/ audio format. For the video entry, click on the reply button. On the tool bar you will see one triangular button. Click that and then using your computer/ phone audio , and camera, you will be able to leave audio response. Complete both parts in written / voice post. Make sure to mention the resources that you used from the above list. 1. List three activities each that the caregiver can do with the infants (0 to 12 months) to facilitate infant’s gross and fine motor development. (Total 6 activities, 3 fine and 3 gross motor) Explain the reasons for choosing these activities by connecting them to the resources above. To get full credit, I need to see connections to developmental milestones from either Foundations or from the video. (6 points)
2. How will you support infant when they start walking by modifying the environment? State two specific strategies. (Do not just say that you will baby proof the house. I need to see how.) Why did you choose these strategies? (2 points)
3. Post responses to two other students. (2 points)
Points to consider while writing
Your post should be original (in your own words), without my questions. If you use references from other resources they do not count towards your word count.
Read examples of good discussion entries and student replies.
Proofread before you post it.
EXAMPLES OF GOOD DISCUSSION ENTRIES AND STUDENT REPLIES: Discussion grading general rubric
Remember that you cannot read other student’s posts unless you post yours first.
The following points are what is looked for in your original postings to the Discussion Board and your replies to others postings (Total of 10 points for each Discussion Board assignment).
Original Posting: Your entry must be written in your own language and should not be copied from the textbook. (1 point)
The length of the post is minimum 400 words. (1 point)
Mention of at least two specific points from the article, video or reading textbook. (2 points)
Relation of information in article or reading to personal experience. (1 point)
Discussion at a critical level, not just recitation of facts from the article. (2 points)
The discussion entry must be proof read and grammatically correct. There are no extra points for this, however, you will lose up to 3 points for grammatical errors.
Note: Discussion at a critical level means discussing things such as your opinion of the point mentioned, why you hold that opinion, what you see wrong with point mentioned, how you see the point consistent/inconsistent with what you have learned so far, implications for the future, consistencies/inconsistencies within the article or reading itself, and so forth. In other words, critiquing an article means analyzing the good and/or bad aspects of the article and justifying your analysis. Do not just tell me what the article or reading states … I already know this.
Reply to Others’ Postings (3 points):
Discuss one point you like/agree with, and one point you dislike/disagree with, and why. Do not just write I agree with you but explain why and how. It is OK to write two points that you like if there is nothing that you dislike. (2 points)
Length should be about 100 words. (1 point)
Examples of adequate and inadequate discussion entries.
Good discussion entry: In this entry all points are covered and discussed in details. There are no grammatical and spelling errors.
What are the types of eating disorders? How do you think that these images contribute to eating disorders that develop mostly during adolescence? What can we do to help the teens with troubled body image?
There are many types of eating disorders but the most common types are anorexia nervosa, bulimia nervosa and binge eating disorder.
Anorexia is usually people who restrict their food consumption severely and exercise excessively to counter balance the few calories that they did consume. People with this disorder are usually thin and have a distorted body image of themselves.
Bulimia is similar to Anorexia but these people tend to over eat but to manage what they consumed they resort to purging and exercising excessively. They will also use laxatives as a form of undoing the damage they caused to themselves from binging on food. They tend to have normal body weight or can be overweight as well.
Binge eating disorder is the most common of the eating disorders in America and effects 1 out 35 people in the U.S. including men. This group of people tend to eat large amounts of food on a regular basis while feeling ashamed, guilty and embarrassed but will usually do nothing to compensate for their large food consumptions. The will usually binge alone or hide food and tend to be overweight. Binge eating is not just over eating a family holiday party or eating too much pizza, it is a common or even daily struggle that they have to deal with and numb themselves with food when they are feeling highly stressed and depressed and will almost always have feelings of shame after compulsively over eating.
During adolescence not only are teens going through physical changes, but they are also shifting from teens into adulthood. Having media sell sex constantly puts pressure on teens to look a certain way that is definitely not ideal and sometimes not even healthy. Teens have enough pressure that they put on themselves, plus the pressure of academics, fitting in with their peers and also having to look a certain way to be accepted is very stressful on an adolescent. Teens want to look like what they see in magazines and will go to extreme measures to achieve this “perfect look”, with or without realizing the damage they are causing on themselves.
To help teens with body image issues this topic has to be introduced even before that because now a days even young girls in elementary school face this pressure. Offering classes on self-esteem through their P.E. courses should be required. Healthy body image should be discussed in their health classes. Just informing children and teens altogether that media is in the business to market and sell, and that those women and men are people that have been either photo shopped, airbrushed or filtered in some sort of way. They need to separate fiction from reality, parents should also talk to their children and really communicate with them about any issues they are facing. At this stage though peers are what will influence teens the most, possibly having programs that are more recreational that openly talk about issues regarding this matter would be a more comfortable approach in reaching out to teens. Inadequate discussion entry:
The questions asked are not answered in details. The sentence construction is also not very formal. See notes in red
Anorexia, bulimia, binge eating are types of eating disorders. (Not explained)
Obviously images of celebrities influence the minds of teenagers. Teenagers see every day in magazines (who are often touched up with Photoshop), movies, and TV images of women who are slim and slender and want to be like them. (The sentence construction is as if the student is talking with a friend.)They think that in order to fit into society’s social scene they must look like what Hollywood says a woman should look like. The fashion industry also plays a part just take a look at the run way models. You go to a store and all the cute clothes are in small sizes and not in plus sizes. What does this tell you if you want to look cute lose some weight. (The sentence construction is as if the student is talking with a friend.)
The first thing is to let the teen know that there is nothing wrong with her that everybody is different and special in their own unique way. Teens with trouble body image could get help from talking to parents, counselors, therapist, or anyone that can offer positive support about the teen’s body, abilities and skills. (Does not give any specific suggestions)
Response to other students
Good post
I agree with you about how advertisements can negatively affect teens. Yes we should let them know that some medication has side effects and might cause health problem sooner or later. Find a way to love themselves for how they are made is also important. It’s also parents’ responsibilities to teach their children to love, respect themselves as well as others and appreciate what they already have.
Inadequate entry
This entry is inadequate as it does not say why and how the student agrees with another post. Also it is written carelessly without checking any mistakes.
I agree with you on what you said: We have to learn how to love our bodies. Alot of young girls these days worrie about how they look. Its not healthy.