DUE IN 3 HOURS!!!! URGENT!!!!

4 PEER RESPONSES

THEY ARE ATTACHED

Family Interest

Guided Response: Review your classmates’ posts and select two of your classmates to respond to. Assuming the role of the family deciding whether or not this is the right learning environment for their child, discuss your overall feelings about the interview. What are two of your favorite things about this learning environment based on the answers provided? What is one additional question or clarification you have for this caregiver? Would you put your child in this environment?

SHIMIKA’S POST:

Toddler 1-3 years

Q1: Do you encourage visits from parents?

A1: Yes, I do encourage visits from parents. This let’s the parents know that we as facility have nothing to hide as far as caring for their child. It also allows them to witness our day-to-day operations.

Q2: What do you expect from me as a parent?

A2: We as a childcare facility expect for the parent to abide by the expectations of the program and share any concerns that they may have.

Q3: How do you communicate with parents? Is there a regular newsletter or a notice board? Is there a daily report or another way you inform parents of what children did during the day (naps, bottles, BMs, etc.)?

A3: We prefer face-to-face interactions with the parent, just so there is no miscommunication, however it that is not possible a news letter will be sent home with the child explaining the things we are working on and any behavior issues.

Q4: Can you give examples of some of the toys and activities in your learning environment and explain how they are age-appropriate?

A4: We have several age appropriate toys and activities that we utilize in the facility to include: building blocks, so that the child can engage in pretend to build build buildings or houses. Child-size furniture that includes play food, play mop, broom, and dust pan. These toys actually help the child with self-help, learning the operations of daily living. Toy phones, dolls, and trucks are a few other toys that we have. We have puzzles, that help with problem solving and dress-up clothes to help the child learn how to dress and undress themselves through role play. These toys and activities are age appropriate for ages 1-3 years old. Toddlers are constantly learning and like to do things with their hands, experiment and engage in pretend play.

Q5: Can you please briefly describe your indoor and outdoor play areas, and explain how they ensure children can safely explore and develop physical skills?

A5: Safe toys for young children are well made with no sharp parts or splinters and do not pinch, they are painted with non-toxic lead-free paint, and they are shatter proof and easily cleaned. Indoor and outdoor follow the same format and that is making sure the child is safe an secure where ever they may be in the facility. However indoor play is set up different, even though toddlers can’t read yet, the classroom is neatly labeled and stored below the average height of a toddler so you do not have to worry about things falling on their heads. After the use of each item they are thoroughly  cleaned to prevent germs and stored back in it’s proper place. The rugs on the floor has slip resistant, to prevent the children from tripping over the rug. All outlets covered and any sharp items are secured in the office in a downward position away from the kids. Outdoor play includes a fenced area, that has little picnic tables, wagons, swing set (rubber material), tricycles, outdoor doll house, and outdoor work bench set. A childcare worker will inspect the toys frequently to make sure they are in good repair. The temperature is checked to see if the weather permits for outdoor play. The caregiver will also ensure the toys are free of bugs or any other animals before each use. These items will also be thoroughly cleaned, to prevent germs. 

Q6: What role, if any, does screen time have in your learning environment?

A6: The role of screen time helps the toddlers to interact with the world around them, however screen time is limited to 30 minutes a day, because too much screen time will influence the toddler not to be active in other activities.

Q7: How do you comfort children?

A7:We comfort children by talking to them, providing them with a safe and home-like environment. We give a lot of nurturing and love, we sometimes use music as a calming mechanism.

Q8: In what ways specifically does your classroom foster cognitive, social, and emotional development?

A8:Some ways that we foster cognitive and social/emotional development in the classroom is by providing the toddlers with simple directions and allow them to follow them. We encourage our kids to interact with other children. We also show our kids affection with lots of hugs and we often talk to them.

Q9: How do you handle discipline or behavioral problems? For instance, how do you handle biting, hitting, or bullying situations?

A9:Our facility’s mission statement is to provide and maintain safety and security of each child in our care.  The first offense would be to talk to the child and let them know the behavior is not acceptable, second offense would be to place the child in time-out, and the last resort will be to notify the parent to discuss alternatives and to access the issue to determine whether or not the child will remain at the facility.

Q10: How do you help children learn how to express themselves appropriately and encourage their good behavior?

A10:The best way to allow small children to express themselves is by being attentive to their needs and continuously giving them praise when they do something good, which encourages them to keep doing good things. We often clap, when the toddler is observed doing something good

CHAREESE’S POST:

Q1: Do you encourage visits from parents?

A1: I do encourage visits from parents. I think that they are helpful for both the parent and the child. The parent gets to see the learning environment for their child and the child gets to spend time with their parent in the classroom. 

Q2: What do you expect from me as a parent?

A2: I would expect respect at all times and communication if there  is ever a problem communicate the issue and we can fix the problem together.

Q3: How do you communicate with parents? Is there a regular newsletter or a notice board? Is there a daily report or another way you inform parents of what children did during the day (naps, bottles, BMs, etc.)?

A3: I communicate with parents via email phone or text which ever you prefer. I also have a weekly news letter that come home of Monday to keep parents in the loop about what is going on in our classroom 

Q4: Can you give examples of some of the toys and activities in your learning environment and explain how they are age-appropriate?

A4: for the age group of 4 to 8 years old I have board games for their age group. I also have out door play such as balls and jump ropes I also have a coloring and interacting reading station we also provide outdoor jungle gyms for play as well. The children can also free play with others and be creative. The play kitchen area is available to all students. 

Q5: Can you please briefly describe your indoor and outdoor play areas, and explain how they ensure children can safely explore and develop physical skills?

A5: We have a completely fenced in play area no one but students are allowed in. We have several different jungle gyms with swings and slides. We also have a basket ball court for kids that like sports and black tops for kids to create and  draw with chalk 

Q6: What role, if any, does screen time have in your learning environment?

A6: The children will have access to computer for 20 minutes a day and for educational purposes only. This is an important part of the learning process. 

Q7: How do you comfort children?

A7: I comfort children by using appropriate practices such as hug and emotional support. I also have a safe place that children can go to when they are feeling sad or upset this corner has a child sofa and books it also have a photo album with the student and there families sometimes photos can make people feel better. This space is used for comfort and can be used at anytime. 

Q8: In what ways specifically does your classroom foster cognitive, social, and emotional development?

A8: I develop these skills by having the children work together as groups. I do believe that child learn from each other. working as groups help foster these developments.

Q9: How do you handle discipline or behavioral problems? For instance, how do you handle biting, hitting, or bullying situations?

A9: These issues are addressed on the first day of school and are not tolerated. We are all school friends and any child participating with be disciplined in a way of a suspension and if the behavior continue they will be removed from the program.  

Q10: How do you help children learn how to express themselves appropriately and encourage their good behavior?

A10: I encourage good behavior with a rewards system if the child does well their name can be entered into the prize box and at the end of the week they get a prize.  I all tell the students to say what is on there mind as long as they raise their hand and it is respectful. 

The Research Process

 Respond to at least two of your classmates’ postings, noting specific advantages of using a systematic approach to work through research problems.

SHEMAIAH’S POST:

The research process seeks to respond to a question or wondering by following a specific sequence. More specifically, the research process includes developing a hypothesis, conducting an operation, evaluating results through measurement, and providing an explanation of the findings (Newman, 2013.p. 25-26). The study that I selected for this week’s assignment sought to determine an answer to the following question: are suicide attempts more prevalent when relationships involving one’s culture are strained or if an individual possesses a prior mental illness. Qualitative studies identify hypotheses, test theories, are objective and measurable, develop a hypothesis, and are conducted while the researcher is separate. Meanwhile, quantitative studies refer to studies in which theories are developed through research questions and subjective manners. (Anderson, 2006, p. 2). This study is a quantitative research, because it identifies hypotheses, is objective, and the research is separate. The hypotheses for this study include: the idea that interactions, relationships, distress, stressors, mental illnesses and idioms within one’s culture will increase one’s desire to commit suicide (Chu, et al., 2020, p. 369).

Moreover, independent and dependent variables are interrelated. This is because the independent variables refer to the specific groups used in the study whereas the dependent variables refer to the numerical representation of each grouping (Newman.2013, p. 35). The independent variables in this study are the groups of individuals assessed. For example, this study examined 675 total individuals, this included those who identify as transgender, minority groups, males, and females (Chu, et al., 2020, p. 370). The dependent variables in this study refers to the rates indicated in CARS assessment, yes/no questions, true or false questions, and the 21 item Beck Depression Inventory (Chu, et al., 2020, p. 371). The data in this study was collected through conducting surveys and computing the results into a formula that showed how mediators effect the likelihood of one’s desire to commit suicide. The results of this study indicate that elements such as stressors and family relationships slightly increase one’s likelihood of committing suicide whereas elements such as depression significantly increases one’s likelihood committing suicide (Chu, et al., 2020, p. 371). Finally, in my opinion the research process is an appropriate method to solve research problems because it requires that one follows a process and evaluates specific components of a question. This is because the research process can be utilized in any field in which questions arise such as education or medicine.

Reference

s

Anderson, J. D. (2006). qualitative and quantitative research . GEO, 1-3.

Chu, J., Maruyama, B., Batchelder, H., Goldblum, P., Bongar, B., & Wickham, R. E. (2020). Cultural pathways for suicidal ideation and behaviors. Cultural Diversity and Ethnic Minority Psychology, 367-377.

Malec, T. & Newman, M. (2013). Research methods: building a knowledge base. San Diego, CA: Bridgepoint Education, Inc. ISBN-13: 9781621785743, ISBN-10: 1621785742.
Chapter 1: Psychology as a Science

DAWN’S POST:

The Research Process

My research is on the study, “Increasing Physical Activity in Persons with Dementia: A Randomized Controlled Trial.” This quantitative study was to research point by point effectivity and supportability of a dementia-explicit physical activity advancement and preparing program and to recognize expected indicators of changes in physical activity conduct in people with gentle to-direct dementia. The quantitative information addresses information that can without much of a stretch be measured or evaluated, for example, the quantity of individuals who have dementia. The dependent variables in this study would be the people with dementia, the object in which is being study and the effects of the independent variable in this case, the physical activity. How does increasing physical activity effect peoples with mild-to-moderate dementia. Using 122 participants with gentle to-direct dementia were randomized to the intercession program intended for people with dementia or placebo treatment. According to Pomiersky, Abel, Werner, Lacroix, Pfeiffer, Schäufele, and Hauer (2020), “The participants were consecutively recruited from a geriatric hospital or from outpatient nursing care services” (p. 589). Considering the diminished memory and review limits of this patient populace, the evaluation time frame was set to multi week, and an exceptionally organized meeting strategy explicitly created and approved for actual work appraisal in individuals with dementia was executed. All meetings were managed by a dazed individual who had been sufficiently prepared in the meeting method. Pomiersky et al., (2020) also wrote, “The dementia-specific communication and intervention strategies (tactile support, mirror techniques, and person-centered approach) facilitated an empathetic, supportive atmosphere, possibly reducing the known negative effects of dementia and associated psychological status (depression, anxiety, and low self-efficacy) on study outcomes”. Our investigation results additionally demonstrated that a dementia-explicit, patient-focused mediation approach joined with an effective preparing system can significantly build PA conduct in this profoundly inactive patient population (Pomiersky et al., 2020). Supposedly, the introduced study is the primary preliminary in randomized controlled preliminaries that incorporates exclusively study  members with dementia exhibiting that a dementia-explicit actual work preparing and advancement program can be viable in expanding active work conduct in people with gentle to-direct dementia. This research is very useful in actually working or caring for the elderly with dementia. In my non-profit, our home care services often promote physical activity such as walking, climbing the stairs and small task like folding clothes. We find that this keeps their minds engaged as much as possible.

 
Reference

Pomiersky, R., Abel, B., Werner, C., Lacroix, A., Pfeiffer, K., Schäufele, M., & Hauer, K. (2020). Increasing Physical Activity in Persons With Dementia: A Randomized Controlled Trial. Journal of Aging & Physical Activity, 28(4), 588–597.