Cornerstone Community Outreach
4615 N Clifton Ave
Uptown Chicago, IL 60640
Cornerstone Community Outreach
Started my training! Seven was my lucky number today. Luckily there was no sunrise, or i would've been distracted by taking pictures in route to Evanston. While running i was waiting on it to rain on me, but it didn't; even though i would've gladly welcomed it.
I rarely listen to music when i run, but for this run I had Timbaland "The Way I Are", and Fugees "Ohh La La La" stuck in my head.
I can relate; the only time i got my space is when i would finally lash out, because my other half just didn't get it. Space meaning, can i atleast get a few hours away from you or a day? Your smothering me!
I'm raising money for Special Olympics Chicago!
Special Olympics Chicago's mission is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community. You can support my participation in this race and Special Olympics Chicago by making a donation of your choice. Your donation to Special Olympics of Chicago will support a community of acceptance and inclusion for all people. More than 5,000 individuals enjoy programs throughout the year and your participation will have a direct impact. These athletes set goals, train, and celebrate accomplishments just like you!
Minutes away from submitting my last homework assignment, and OutKast "B.O.B." instantly popped in my head. The energy in this video is how I feel, after being done with eight weeks of lectures, and assignments being crammed. : )
This statement is true, because according to Chapter 13; page 385 it states that: Children want to be liked; consequently they learn faster and feel happier when they have friends. If they had to choose between being friendless but popular (looked up to by many peers) or having close friends but being unpopular (ignored by peers) most would choose to have friends (Bagwell & Schmidt, 2012. A wise choice.
T F 2. Older children change friends more often than do younger children. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?
This statement is true, because according to Chapter 13; page 387 it states that: Boys bully more that girls, usually physically attacking smaller, weaker boys. Girl bullies usually use words to attack shyer, more soft-spoken girls. Young boys can sometimes bully girls, but by puberty (about age 11), boys who bully girls are not admired (Veenstra et al., 2010), although sexual teasing is. Especially in the final years of middle childhood, boys who are thought to be gay become targets, with suicide attempts one consequence (Hong et al., 2012)
T F 6. Bullies generally are not socially perceptive. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?
This statement is false, because according to Chapter 13; page 387: Often they are socially perceptive, picking victims who are rejected by most classmates (Veenstra et al., 2010). Over the years of middle childhood, they become skilled at avoiding adult awareness, attacking victims who will not resist or tell.
Most personality traits and intellectual characteristics can be traced to genes and nonshared environments, with little left over for the shared influence of being raised by the same parents. Even psychopathology, happiness, and sexual orientation (Burt, 2009; Langstrom et al., 2010; Bartels et al., 2013) arise primarily from genes and nonshared environment.
T F 8. Foster parents are more dedicated to their children than are adoptive parents. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?
This statement is True, because according to Chapter 13; page 369 it states that: For all children, this increasing self-understanding and social awareness come at a price. Self-criticism and self-consciousness rise from ages 6 to 11, and “by middle childhood this (earlier) overestimate of their ability or judgments decreases” (Davis Kean et al., 2009, p. 184) while self-esteem falls. Children’s self-concept becomes influenced by the opinions of others, even by other children whom they do not know (Thomaes et al., 2010)
T F 10. Children’s ability to cope with stress may depend on their resilience when dealing with difficult situations. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?
This statement is true because according to Chapter 13; page 370 it states that: Resilience has been defined as “a dynamic process encompassing positive adaptation within the context of significant adversity” (Luthar et al., 2000, p. 543).
Herman Webster Mudgett, aka Dr. Henry Howard Holmes, is one of America’s first noted serial murderers. He killed at least 27 women during the 1893 World’s Columbian Exposition (e.g., World’s Fair) in Chicago. In addition to murder, Holmes enjoyed performing extreme forms of torture and mutilation on those he lured into traps. He is perhaps best known for what would later be dubbed the Murder Castle, a two-story maze designed by Holmes with numerous trap doors, hidden passages, and torture chambers. Many researchers have been fascinated with peering behind the façade that Dr. Holmes contrived and looking into his formative years for clues to what might have led to his later atrocities. As is often the case with serial murderers, the childhood of Holmes was shaped by physical abuse, difficulties in socializing with peers, and cruelty towards animals.
"H.H. Holmes: One of America's First Recorded Serial Killers." Concordia University St Paul Online. Jerrod Brown, Eric Hickey, Blake Harris, Amanda Wilson, Danielle Price, Janae Olson and Pamela Oberoi, 2015. Web. 26 July 2016.
Psychoanalytic, Cognitive Not staged theories: Behaviorism, Sociocultural, Humanism and Evolutionary
2. Which theories emphasize individual conscious organization of experience? unconscious urges? observable behavior? the interaction of nature and nurture?
Psychoanalytic emphasizes conscious organization Behaviorism emphasizes unconscious urges Developmental emphasizes observable behavior Social Learning, and Sociocultural emphasizes the interaction of nature and nurture
3. Which theories emphasize the impact of early experience on development?
Psychoanalytic, Bandura’s, and Cognitive
4. How does each theory view the child? Psychoanalytic:
Develop trust or mistrust for people, know to feed themselves by laws of nature. Behaviorism theory: Holds the condition as crucial, early habits and patterns can be unlearned or reversed. Developmental: Child is raw material for foundation of human growth that pieces itself together. Dynamic: Impacts mold as a person, nature and nurture. Without both the child will struggle to survive. Cognitive: Shaping of attitude, beliefs, and behaviors.
5. How do the theories view adult development?
Psychoanalytic theory: Adults should be able to love and work, should have contributed to the next generation of children. Behaviorism: Adults have already observed others as role models and replicated them as a conditioned practice. They become the role models at this time. Developmental: Adults are the nearly finished house being built for decades. Dynamic: They change, but rely on past experiences to progress. Cognitive: Adults can be logical and reason analytically not just emotionally. Have learned from their past.
6. Which theories have been criticized for being too subjective? too mechanistic? too deterministic? for neglecting the role of biological maturation in guiding development?
The psychoanalytic theory has been faulted for being too subjective; behaviorism, for being too mechanistic; cognitive theory, for undervaluing emotions; sociocultural theory, for neglecting individuals; and universal theories, for slighting cultural, gender, and economic variations.
These skills emerge directly from reflexes and proceed in a cephalocaudal (head-down) and proximodistal (center-out) direction. Infants first control their heads, lifting them up to look around. Then they control their upper bodies, their arms, and finally their legs and feet. Sitting develops gradually; it is a matter of developing the muscles to steady the top half of the body. By 3 months, most babies can sit propped up in someone’s lap. By 6 months, they can usually sit unsupported. Crawling is another example of the head-down and center-out direction of skill mastery. When placed on their stomachs, many newborns reflexively try to lift their heads and move their arms as if they were swimming. As they gain muscle strength, infants wiggle, attempting to move forward by pushing their arms, shoulders, and upper bodies against whatever surface they are lying on. Usually by 5 months, infants add their legs to this effort, inching forward (or backward) on their bellies. Exactly when this occurs depends partly on how much “tummy time” the infant has had, which is affected by culture (Zachry & Kitzmann, 2011). Between 8 and 10 months after birth, most infants lift their midsections and crawl (or creep, as the British call it) on “all fours”, coordinating the movements of their hands and knees. Crawling depends on experience as well as maturation. Some normal babies never do it, especially if the floor is cold, hot, or rough, or if they have always lain on their backs (Pin et al., 2007) It is not true that babies must crawl to develop normally. All babies find some way to move before they can walk (inching, bear-walking, scooting, creeping, or crawling), but many resist being placed on their stomachs (Adolph & Berger, 2005) Overweight babies master gross motor skills later than thinner ones: Practice and balance is harder when the body is (Slining et al., 2010). As soon as they are able, babies walk, falling frequently but getting up undaunted and trying again, because walking is much quicker than crawling, and it has another advantage--- free hands (Adolph et al., 2012). The dynamic system underlying every motor skill has three interacting elements. We illustrate those three here with walking. 1. Muscle strength. Newborns with skinny legs and 3-month-olds buoyed by water make stepping movements, but 6-month-olds on dry land do not; their legs are too chubby for their underdeveloped muscles. As they gain strength they stand and then walk. 2. Brain maturation. The first leg movements---kicking (alternating legs at birth and then both legs together or one leg repeatedly at about 3 months) ---occur without much thought. As the brain matures, deliberate leg action becomes possible. 3. Practice. Unbalanced, wide-legged, short strides become a steady, smooth gait. The last item, practice, is powerfully affected by care-giving before the first independent step. Some adults spend hours helping infants walk (holding their hands or the back of their shirts) or providing walkers (dangerous if not supervised). Once toddlers are able to walk by themselves, they practice obsessively, barefoot or not, at home or in stores, on sidewalks or streets, on lawns or in mud. They fall often, but that does not stop them---“they average between 500 and 1,500 walking steps per hour so that by the end of each day, they have taken 9,000 walking steps and traveled the length of 29 football fields” (Adolph et al., 2003, p. 494).
2: Describe how a baby's hand skills develop over the first two years.
During their first 2 months, babies excitedly stare and wave their arms at objects dangling within reach. By 3 months, they can usually touch such objects, but they cannot yet grab and hold on unless an object is placed in their hands, because of limited eye—hand coordination By 4 months, infants sometimes grab, but their timing is off: They close their hands too early or too late. Finally, but 6 months, with a concentrated, deliberate stare, most babies can reach, grab, and grasp almost any object that is of the right size. Some can even transfer an object from one hand to the other. Almost all can hold a bottle, shake a rattle, and yank a sister’s braids. Toward the end of the first year and throughout the second, finger skills improve as babies master the pincer movement (using thumb and forefinger to pick up tiny objects) and self-feeding (first with hands, then fingers, then utensils) (Ho, 2010). (See At About This Time.) As with gross motor skills, fine motor skills are shaped by culture and opportunity. For example, when given “sticky mittens” (with Velcro) that allow grabbing, infants master hand skills sooner than usual. Their perception advances as well (Libertus et al., 2010; Soska et al., 2010). As with the senses, each motor skill expands the baby’s cognitive awareness. In the second year, grasping becomes more selective. Toddlers learn when not to pull at a sister’s braids or Mommy’s earrings, or Daddy’s glasses.
3: What is the relationship among perception, sensation, and cognition?
Perception follows sensation, when sensory stimuli are interpreted in the brain. They cognition follows perception, when people think about what they have perceived. (Later, cognition no longer depends on sensation: People imagine, fantasize, and hypothesize.) The sequence from sensation to perception to cognition requires that an infant’s sense organs function.
4: Why did Piaget call his first stage of cognition sensorimotor intelligence?
Because most infants think by using their sense and motor skills during the first stage.
5: What is Chomsky's theory about how young children learn language?
Chomsky labeled this hypothesized mental structure the language acquisition device (LAD). The LAD enables children, as their brains develop, to derive the rules of grammar quickly and effectively from the speech they hear every day, regardless of whether their native language is English, Thai, or Urdu.