ECE 332 Week 4 DQ 2 Brain Development.pdf
For more course tutorials visit www.uophelp.com Brain Development. Brain-based education suggests that physical exercise is important for brain development. Research has shown that in addition to physical exercise, other activities focus on stimulating the social development and intellectual development of young children. Gerry, who is still incapable of jumping with both feet, may not be invited to join in a game of jump rope. This is an example of how a child’s individual characteristics (motor skills in this case) can affect context (social environment) and influence development (LeFrancois, 2012). Reflect back on your own development as a child, or on the development of a child you know, and provide an example of how individual characteristics affected development. Using the text and other scholarly resources, provide some suggested activities or strategies that would provide the necessary support to enhance the affected development. For example, Gerry’s teacher notices she is being excluded from the game of jump rope and intervenes by showing Gerry how to twirl the rope. Gerry is now included socially, despite her delayed motor development.
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Brain Development. Brain-based education suggests that physical exercise is important for brain development. Research has shown that in addition to physical exercise, other activities focus on stimulating the social development and intellectual development of young children.
Gerry, who is still incapable of jumping with both feet, may not be invited to join in a game of jump rope. This is an example of how a child’s individual characteristics (motor skills in this case) can affect context (social environment) and influence development (LeFrancois, 2012).
Reflect back on your own development as a child, or on the development of a child you know, and provide an example of how individual characteristics affected development. Using the text and other scholarly resources, provide some suggested activities or strategies that would provide the necessary support to enhance the affected development. For example, Gerry’s teacher notices she is being excluded from the game of jump rope and intervenes by showing Gerry how to twirl the rope. Gerry is now included socially, despite her delayed motor development.
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<strong>ECE</strong> <strong>332</strong> <strong>Week</strong> 4 <strong>DQ</strong> 2 <strong>Brain</strong> <strong>Development</strong>Click Here to Buy the Tutorialhttp://www.uophelp.com/<strong>ECE</strong>-<strong>332</strong>-(Ash)/product-8364-ece-<strong>332</strong>-week-4-dq-2-brain-development-(ash-course)For more course tutorials visitwww.uophelp.com<strong>Brain</strong> <strong>Development</strong>. <strong>Brain</strong>-based education suggests that physical exercise is importantfor brain development. Research has shown that in addition to physical exercise, otheractivities focus on stimulating the social development and intellectual development ofyoung children.Gerry, who is still incapable of jumping with both feet, may not be invited to join in agame of jump rope. This is an example of how a child’s individual characteristics (motorskills in this case) can affect context (social environment) and influence development(LeFrancois, 2012).Reflect back on your own development as a child, or on the development of a child youknow, and provide an example of how individual characteristics affected development.Using the text and other scholarly resources, provide some suggested activities orstrategies that would provide the necessary support to enhance the affected development.For example, Gerry’s teacher notices she is being excluded from the game of jump ropeand intervenes by showing Gerry how to twirl the rope. Gerry is now included socially,despite her delayed motor development.
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