Please respond to two classmates #1 &2 with a connection and a question. For example, did you identify the same similarities and/or differences? 

((((((1st classmates:))))))

Hello class, 

In the household I grew up in there was no structure when it came to bedtime or meals. Conflicts were resolved loudly and not productively. When it came to the role that children played there was a strict difference between children and adults, children were not allowed to make choices. These practices are ones I would want to change because children deserve to be listened to and need routine. These differences with family dynamics impact my thoughts when working with young children since some children need more attentive care since they do not get it at home. 

Amaya 

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((((((second classmates:)))))))

 I grew up in a very young family. Most generations in my family on both sides had their first child young (16-19) and I believe this is reflected in communication styles. I was born when my parents were 18, they hadn’t lived on their own yet and were just out of high school, neither attended college but my father was able to get into the tech field before they started requiring degrees. Being that they were so young I saw my parents grow up as I did meaning I have a much healthier relationship with them now than I did before. My family honored feelings in talk but not often in practice, in my childhood years they could be very short-tempered, and didn’t always see things from my and my sister’s perspectives (assuming things that were common sense for adults would be the same for children), and they often used stricter authoritarian parenting style. They were passionate in their care so we often had talked about our feelings and worked out issues as a family but their reinforcement methods remained “my house my rules” or “do as I say because I said it” until I moved out. I learned a lot from my family’s parenting styles, the positive was the compassion and their support and praise for our hobbies and interests. What I won’t personally choose to repeat is their view on younger people, discrediting people’s ideas or input based on their age is not constructive. Devaluing someone’s opinions because they are financially reliant on you is not constructive either. I know that family differences must be honored, some cultures have views similar to my parents growing up in that challenging ideas is insubordination: other cultures may highly value and honor the challenging of ideas by new generations. It is important that I honor those ideas and do not discredit or appreciate the families of the children I work with based on these factors because cultural differences are subjective, I cannot place my bias on others. However, by viewing the differences between cultures I can learn then from and refine how I go about my interaction with anyone I may mentor. 

Matthew.

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SECOND WOEK REPLYING :

Please try to engage in conversation with your number 3 & 4 classmates by following at least 3 of these guidelines (from Jennifer Steward-Mitchell’s 3CQ model):

1- Compliment your classmate and describe what you liked about their post. Be specific about what you liked.

• I like that…
• It is evident that you have put a great deal of thought/research into…
• • 2-Comment on something relevant and meaningful that your classmate wrote. Be specific, and keep in mind that you don’t always have to agree.  You can politely disagree.
  • I agree with because….
  • Although you say that… I think that…
  • You make a good point about… but I also want to point out that … 

• 3- Connect with something that your classmate wrote and explain that connection with details. It can be a connection to something external to the discussion, such as your own experience or your own point of view.  Make sure that you give a complete explanation.
• I also thought…
• Your comment on… reminds me of…

• 4- Ask a question that will prompt further discussion, i.e. keep the discussion going.
• I wonder why….
• What if…
• Do you think…
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• (((((((((((((((3 classmates)))))))))))))

Hello Class,

According to Judy Klein risky play begins early in life with things like Playing in the dirt, running through mud, Jumping, climbing, getting Lost, whittling, and playing in the dark.

The term coined by David Eager, Professor of Engineering and Safety Expert is “Risk Deficit Disorder” and because we view risk as something negative, something to be avoided, parents are afraid of abduction, exposer to poisonous plants or dangerous animals and getting injured is causing this decline in risky play.

An example of how depriving children of risky play may affect their sensory organs is lack of balance, bad vision, bad hearing. Risky play helps develop motor skills because it provides the optimal state for the development of neural pathways for sensory integration, motor function and balance.

The vestibular system does coordinates valanced eye position, posture, attention and concentration. The lack of risky play affect children’s behavior in the classroom because children who don’t have well-developed vestibular systems will fidget or rock back and forth in order to activate this system and keep alert.

Organized sports don’t have the same effect on development because they are adult directed and not child directed.

Risk is associated with anxiety because if children have limited experience with risk in early childhood it can affect risk-taking behavior in adolescents. Young children have natural and appropriate fears based upon their abilities and as they expose themselves to risk, they outgrow these fears. As their skills develop without play, children may never experience this ability to cope with and overcome their fears and may develop extreme risk aversion and anxiety.

Watching this video, I learned how right my beliefs are. I have always been a supporter of child directed play. My children were sent outside every day to play. I have set up my preschool program with “Open Play Time” that allows the children in my program to play and explore freely. I have slides and climbing mats for them to build and move around as they see fit. I only intervene when their play is a safety hazard. I do this by asking them to tell me what they think might happen if they continue. I ask them if there is another way they can proceed. I never give my own ideas; I think children need to learn through trial and error. The old saying I truly believe in is “To fail is to learn, to stop because of failure is to stop learning.”

Amy 

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(((((((((((((((((((((4 classmates))))))))))))))))

Hello All,

1. Judy Klein thinks of risky play starting earlier in life, types of risky play are playing in the mud, jumping, getting lost or climbing.
2. Risk deficit disorder is a term coin by David Eager. The cause of the decline of risky play has been more prevalent over the last decade because people now are more cautious about the safety of their children and view them as less competent than when they were younger. They think their children will be injured, abducted, poisoned by plants or animals.
3. Sensory organs that are deprived from activities to make them thrive will start to become underdeveloped. The sensory organs related to touch like playing in the mud will become unfamiliar to a child and the child could dislike textures as they get older, becoming an issue later in life. Same with sight, a child who is not challenged to jump and swing while looking around could have underdeveloped eyesight or poor reaction times when challenged with a task involving fast moving objects. Sensory integration helps children develop all of these senses clearly, giving them plenty of opportunities to grow in all aspect of sensory development. Examples of pushing, pulling and climbing give a child activities to help them understand where their limbs are without looking and avoiding falls, spills and accidents.
4. The vestibular systems help coordinate balance, posture, eye position, tension, attention and concentration. Children in the classroom will fidget and rock to activate the underdeveloped vestibular system to keep it alert.
5. Organized sports don’t have the same effect on development in the brain because decision making in sports is more parent directed and not child, leading the children to lack the ability to make decisions, effecting that part of the brain that is developing.
6. Risk is associated with anxiety because without the development from these risky activities the children will not be exposed to safe activities involving fear and anxiety and without it, the over development the limbic system will cause fear and anxiety to be more prevalent than exploration, sensory development and understanding their own body’s.
7. I actually learned so much from this video! I let my child do dangerous things safely and let him be barefoot and we spend a few hours outside everyday but I now the development behind it all! I think this video is very important for parents in the here and now since Judy is so right, parents limit their children to so many sensory activities that help them develop. My children will still play outside and in the mud and balance, stand, run and jump in puddles. This video is making me more motivated to expose my sons to more things to challenge them and face their fears. I really enjoyed this ted talk!

– Caiti

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{{{{{{THIRD WORK}}}}}}}}

 Licensing personnel are often viewed as unfriendly or threatening authority figures.  However, their major role is to offer guidance and to help teachers create safer environments for children.  Assume that you’re conducting a licensing visit at a FAMILY CHILDCARE HOME that provides care for infants and toddlers, and you come across the following situations.  For each situation, offer an explanation of WHY it’s a violation of licensing standards, provide suggestions, AND help plan acceptable solutions. 

question 1- ))   Electrical outlets not covered.

1. Is this a violation of licensing regulations? Why?
2. Provide a viable solution for an in-home family childcare facility.

question2-))   

No records of when toys were last inspected.

1. Is this a violation of licensing regulations? Why?
2. Provide a viable solution for an in-home family childcare facility.

question 3-))  

All children’s toothbrushes were found stored together in a large plastic bin.

1. Is this a violation of licensing regulations? Why?
2. Provide a viable solution for an in-home family childcare facility.

questions 4-))  

Open boxes of dry cereals and crackers in kitchen cabinets.

1. Is this a violation of licensing regulations? Why?
2. Provide a viable solution for an in-home family childcare facility.

question 5- ))  

An outdoor play area with a sandbox filled with construction sand.

1. Is this a violation of licensing regulations? Why?
2. Provide a viable solution for an in-home family childcare facility.