Discussion 1: Child and Adolescent Safety Statistics

Prior to completing this discussion, please read chapters 5 and 6 in the textbook (Links to an external site.)Links to an external site. and review any relevant Instructor Guidance. You may be interested in viewing the interactive infographic within Module 6 to learn more about specific safety statistics.

For this minimum 300 word post, you will analyze the major themes of Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the domain of physical development, specifically safety.

• Think about and comment on how child and adolescent safety regulations have changed over the past few decades.

• Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up.

• Then, search the internet for credible sources and find other scholarly articles from the Ashford University Library.

• Choose and report on three statistics specifically related to child and adolescent safety from this current decade (2010-present) within each of the three stages of infancy/toddlerhood, childhood, and adolescence. In other words, you will have one unique statistic for each of the three stages.

Throughout your post, demonstrate a foundational knowledge of the children's developmental continuum, from conception, by addressing unique safety standards.

Discussion 2: Cognitive Development Activities

Prior to completing this discussion, read chapter 7, Piaget's enduring contribution to developmental psychology, and On major developments in preschoolers' imagination. Using Piaget's theory of cognitive development, you will continue to build your Community Center Proposal by identifying an activity and a toy for one of the rooms in your center that promotes cognitive development. You can choose any of the five rooms for this discussion, but the activity must be focused on the cognitive milestones of your chosen age group and must be clearly tied to Piaget's theory. So your activity might be focused on object permanence for infants, conservation, transitivity, or decentering for middle childhood, or deductive reasoning for adolescence. Then think about what kinds of educational toys would promote cognitive development in this age group and, again, tie the selected object to a specific milestone. You must use at least one scholarly source in either your activity or your toy entry. Here are two examples providing you a model of how to approach this discussion and how to build the elements of the rooms in your Community Center.