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Studies
Readings
Use your Broderick and Blewitt textbook, The Life Span: Human Development for Helping Professionals, to complete the following:
Read Chapter 2, “Epigenesis and the Brain: The Fundamentals of Behavioral Development,” pages 40–77. This chapter is about genetics with respect to the early brain development. The chapter also introduces stress and adaptation responses, and atypical development linked to heredity.
Use the Capella library to complete the following:
Read Bornstein, Suwalsky, and Breakstone’s 2012 article, “Emotional Relationships Between Mothers and Infants: Knowns, Unknowns, and Unknown Unknowns,” from Development and Psychopathology, volume 24, issue 1, pages 113–23.
Read Knafo and Jaffee’s 2013 article, “Gene-Environment Correlation in Developmental Psychopathology,” from Development and Psychopathology, volume 25, issue 1, pages 1–6.
Read Lefmann and Combs-Orme’s 2013 article, “Early Brain Development for Social Work Practice: Integrating Neuroscience With Piaget’s Theory of Cognitive Development,” from the Journal of Human Behavior in the Social Environment, volume 23, issue 5, pages 640–647.
Read Kurth, Spichiger, Stutz, Biedermann, Hösli, and Kennedy’s 2010 article, “Crying Babies, Tired Mothers – Challenges of the Postnatal Hospital Stay: An Interpretive Phenomenological Study,” from BMC Pregnancy and Childbirth, volume 10, issue 21.
Use the Internet to complete the following:
Read “Fetal Development: The First Trimester,” from the Mayo Clinic’s Web site.
Multimedia
Learn more about prenatal development in the following presentations:
Click
The Marvel of Prenatal Human Development
.
Click
Turning Points: An Overview of Prenatal Human Development
.
Academic Guides
Read the Learner Expectations for this course for information important to your success.
Read the one-page MEAL Plan. This guide for academic writing will be the basis of your first assignment.
Read pages 3–12 of the Professional Communications and Writing Guide. You are expected to adhere to these guidelines when writing discussion posts and responses and papers, and when using citations and references. This information will also be important for your first assignment. It is suggested, but not required, that you download this guide and review the remainder of it for guidance in other written assignments.
Read the one-page Writing in the Third Person resource. This information will also be important for your first assignment.
Browse through Capella’s Online Writing Center. There are many resources that can help you with the writing process and using APA guidelines.
Browse through the APA Style and Format site. You are expected to adhere to APA style in all coursework in your program, unless specific exceptions are made.
Optional Audiovisual Media
You are encouraged, but not required, to complete the following. Please note that transcription and closed captioning are provided at the link for each of these videos:
View Alison Gopnik’s 20-minute TED Talks video, What Do Babies Think?
View Annie Murphy Paul’s 17-minute TED Talks video, What We Learn Before We’re Born.
View James Watson’s 20-minute TED Talks video, How We Discovered DNA.
View Dean Ornish’s 3-minute TED Talks video, Your Genes Are Not Your Fate.
Image of Capella University logo
The Marvel of Prenatal Human Development
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Transcript
Turning Points: An Overview of Prenatal Human Development
Turning Points: An Overview of Prenatal Human Development
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Transcript
Writing Self-Analysis
If you have not already done so, complete your readings under Academic Guides in the studies for this unit.
For this assignment, complete a self-evaluation of your professional writing skills, including the following:
Review the content, structure, and organization of the initial post you submitted in your first discussion (from the previous unit), and the responses you received from your fellow learners.
Evaluate your post, using the Writing Self-Evaluation Rubric, linked in the Resources.
In the rubric, review the different levels of achievement that are possible for each criterion. Place an “X” in the level of achievement you believe your discussion post has attained.
The very last column on the right provides space for you to leave notes about the criterion. Indicate the reason for your assessment of each criterion in the last column.
Once you have completed the rubric, be sure to save a copy of it to your computer for later comparison.
Submit the rubric along with a copy of the discussion post you assessed as Word document attachments in the assignment area.
Writing Self-Analysis Scoring Guide
Due Date: End of Unit 2.
Percentage of Course Grade: 6%.
|
CRITERIA |
NON-PERFORMANCE |
BASIC |
PROFICIENT |
DISTINGUISHED |
|
Accurately evaluate documentation style in writing. |
Does not evaluate documentation style in writing. |
Evaluates documentation style in writing, but there are one or more errors. |
Accurately evaluates documentation style in writing. |
Accurately evaluates documentation style in writing, citing examples and applicable guidelines. |
|
Accurately evaluate structure of writing. |
Does not evaluate structure of writing. |
Evaluates structure of writing, but there are one or more errors. |
Accurately evaluates structure of writing. |
Accurately evaluates structure of writing, citing examples and applicable guidelines. |
|
Accurately evaluate appropriateness of voice, tone, and point of view in writing. |
Does not evaluate the appropriateness of voice, tone, and point of view in writing. |
Evaluates appropriateness of voice, tone, and point of view in writing, but there are one or more errors. |
Accurately evaluates appropriateness of voice, tone, and point of view in writing. |
Accurately evaluates appropriateness of voice, tone, and point of view in writing, citing examples and applicable guidelines. |
Writing Self-Evaluation Rubric
Criteria
1
Needs Work
2
Satisfactory
3
Exceptional
Comments
1. Structure writing with all the following elements:
Introduction: Main points in order.
Main body:
· Each point made with evidence.
· Analysis.
Conclusion: Main points summarized.
References.
Does not contain all elements.
Contains all elements.
Contains all elements and each is clearly identified for the reader.
2. Follow MEAL plan for paragraph structure.
Main idea stated clearly.
Evidence sentence(s) presented.
Evidence sentence(s) cited.
Analysis (or other critical thinking) presented.
Link to the next paragraph offered.
Does not contain all elements of the MEAL plan.
Contains all elements of the MEAL plan.
Follows the MEAL plan and extends critical analysis.
3. Use appropriate documentation style.
Follows APA format and style.
Incorporates internal citations correctly.
Presents references correctly.
Does not follow two or more elements or has two or more errors.
Does not follow one element or has one error.
Follows all elements and has no errors.
4. Use appropriate voice and tone.
Uses appropriate tone for the assignment.
Uses concrete language.
Uses signal phrases to separate self from sources.
Does not follow two or more elements.
Follow all but one element.
Follows all elements.
5. Write in genuine third person.
Does not write in genuine third person.
Writes in genuine third person throughout most of the assignment.
Consistently writes in genuine third person.
1
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Linda Holmes
Approaches to Lifespan Development
COLLAPSE
Top of Form
The theme chosen is Qualitative and quantitative change. During child development, there are both qualitative and quantitative differences. Qualitative differences describe the changes in the way a child behave, think and perceive the world in a different way as they mature. An excellent example of this is that when the child is young, it is difficult for them to understand the perspective of others. As the child gets old, they are in a position to view things from other people’s angles. On the other hand, quantitative change refers to the change that a child undergoes as they gain more knowledge and grow larger and stronger physically. Good examples are the growth of the height and weight (Battles, Lindenberger, & M, 1998).
There are various controversies regarding this theme. The debate comes in when explaining development occurs qualitatively or quantitatively. The dynamic system theory (DST) is one of the approaches which has been used to justify the issue. DST defines qualitative framework by showing the connection between continuous and qualitative change. The method describes that the growth cannot be predicted by looking or observing a system. The other way is through analyzing growth based on the different theories. However. DST is the conventional approach (Battles, Lindenberger, & M, 1998).
There are various theories associated with the approaches analyzed. Most of the stage theories lie on the assumption that lifespan development is a discontinuous process which involves distinct stages that are characterized by qualitative differences in the behavior. Some of the methods include the Piaget’s approach and the Erickson’s stages of physiological development. Piaget’s theory describes qualitative development since it discusses the development of human intelligence. Piaget explains about cognitive development. Erickson explains about psychological development of human beings, and thus his line is nearly the same as that of Piaget. The article used was appropriate for the analysis. It is, however, an aged article but with useful information.
Reference
Battles, P., Lindenberger, U., & M, U. (1998). Lifespan theory in developmental psychology. 1029-1090.Retrieved fromhttp://onlinelibrary.wiley.com/doi/10.1002/cne.903270107/full
REPLY
QUOTE
EDIT
Bottom of Form
5 days ago
Tequilla
Cox-DeVaughn
RE: Approaches to Lifespan Development
COLLAPSE
Top of Form
Linda,
Strengths for quantitative approaches have been identified as precision – through quantitative and reliable measurement, Control – through sampling and design, ability to produce causality statements, through the use of controlled experiments, statistical techniques allow for sophisticated analyses, and replicable (Hughes, 2006). Some of the strengths of qualitative approaches include but are not limited to the researcher’s ability to gain an inside view which allows the researcher to find issues that are often missed by the scientific, more positivistic enquiries. Moreover, qualitative descriptions can play the important role of suggesting possible relationships, causes, effects and dynamic processes and this approach to research adds flesh and blood to social analysis (Hughes, 2006). In considering these strengths I wanted to know what your thoughts were in regard to which approach would be more appropriate for your specific field of study? Did you find yourself questioning any of the information that to obtaining during the study for this unit? Overall, I really enjoyed reading your post as it helped me become more aware of the theme discussed.
Tequilla
Reference
Hughes, C. 2006. Quantitative and qualitative approaches. Retrieved from
http://dutmoodle.dut.ac.za/moodle/pluginfile.php/30889/mod_resource/content/0/Hughes_-_Qualitative_and_quantitative_approaches
REPLY
QUOTE
Bottom of Form
2 days ago
Loretta Langston
TEACHING ASSISTANT MANAGER
RE: Approaches to Lifespan Development
COLLAPSE
Top of Form
Hi Linda,
Not sure what happened during the transmission of your document, the right hand side is cut off. You may want to check with Tech Support to straighten out the concern. Otherwise, your discussion is well put together. Included is some links for reviewing the requirements of references (journal article?). Be sure to proof-read for errors, looks like the references is missing a sir name.
https://owl.english.purdue.edu/owl/resource/560/01/
http://apastyle.apa.org/
Loretta Langston
Psychology TA
Bottom of Form
