Week 4 DQ

 

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 DevelopmentChapter 13: Social and Emotional Development in Late ChildhoodPages 403–438Online 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

Web Site: Child Trends DataBank: “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.

 

Children and Prejudice

“One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings.”
—Franklin Thomas, TFF Study Group
(non-profit organization assisting development in South Africa)

 

Review the theories of prejudice formation on page 386 of your course text. Also review the excerpt from “What If All the Children in My Class Are White? Historical and Research Background.”

 

Considering what you have been learning about child development and the information included in these resources, complete the following:

By Day 3:

Post a response to the question:

    What would you need to know in order to have a complete understanding of the factors that influence whether or not children in late childhood develop racial or ethnic stereotypes and prejudice?