ASH ECE 332 Week 4 DQ 2 Brain Development
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<strong>ASH</strong> <strong>ECE</strong> <strong>332</strong> <strong>Week</strong> 4 <strong>DQ</strong> 2 <strong>Brain</strong><br />
<strong>Development</strong><br />
Check this A+ tutorial guideline at<br />
http://www.ece<strong>332</strong>entirecourse.com/ece<br />
-<strong>332</strong>-ash/ece-<strong>332</strong>-week-4-dq-2-braindevelopment<br />
<strong>Brain</strong>-based education suggests that physical exercise is important for<br />
brain development. Research has shown that in addition to physical<br />
exercise, other activities focus on stimulating the social development<br />
and intellectual development of young children.<br />
Gerry, who is still incapable of jumping with both feet, may not be<br />
invited to join in a game of jump rope. This is an example of how a child’s<br />
individual characteristics (motor skills in this case) can affect context<br />
(social environment) and influence development (LeFrancois, 2012).<br />
Reflect back on your own development as a child, or on the development<br />
of a child you know, and provide an example of how individual<br />
characteristics affected development. Using the text and other scholarly<br />
resources, provide some suggested activities or strategies that would<br />
provide the necessary support to enhance the affected development.
For example, Gerry’s teacher notices she is being excluded from the<br />
game of jump rope and intervenes by showing Gerry how to twirl the<br />
rope. Gerry is now included socially, despite her delayed motor<br />
development.<br />
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