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UNDERSTAND

UNDERSTAND. Karen DeBord, Ph.D., CFLE North Carolina State University Raleigh, NC.

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UNDERSTAND

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  1. UNDERSTAND Karen DeBord, Ph.D., CFLE North Carolina State University Raleigh, NC

  2. Parents who understand how young children develop and grow and who acknowledge the individual uniqueness of each and every child can develop more positive relationships with their own children. Children who have experienced understanding from the significant adult in their lives during their development years are much more likely to become loving and caring adults.

  3. Parents who “understand” demonstrate the following practices: • Observe and understand their children and their physical, social and psychological development • Recognize how children influence and respond to what happens around (Smith, et al., 1994)

  4. Read the following three publications. The bulk of this learning module will be a jeopardy game that follows the readings that will help you determine if you UNDERSTAND children so you can make wise recommendations to parents when they have concerns and questions. Readings: Brain Development http://www.ces.ncsu.edu/depts/fcs/humandev/pubs/brain_nc.html Infant Development http://www.ces.ncsu.edu/depts/fcs/humandev/pubs/infant.html Preschooler Development http://www.ces.ncsu.edu/depts/fcs/humandev/pubs/preschool.html Parenting & Parenthood http://www.ces.ncsu.edu/depts/fcs/humandev/pubs/fcs477.html

  5. This is ... Jeopardy!

  6. Brain Power In the Hood Romper Room Childhood Stress Tweens 100 100 100 100 100 200 200 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500

  7. Romper Room 100 Removing unsafe items or breakables from reach, covering electrical sockets.

  8. Romper Room 100 What are some ways to child proof?

  9. Romper Room 200 Diptheria, Tetanus and Pertusis

  10. Romper Room 200 What are some of the childhood vaccinations?

  11. Romper Room 300 A sense of trust that their needs will be met.

  12. Romper Room 300 What is the first critical stage of infant development?

  13. Romper Room 400 Egocentrism or Self-Centeredness

  14. Romper Room 400 What is developmentally expected in young children?

  15. Romper Room 500 Young children whining, begging, and can’t sit still.

  16. Romper Room 500 What are behaviors showing that self-control is not fully developed yet?

  17. Brain Power 100 Between the Ages of 3 and 10

  18. Brain Power 100 When does learning peak in the brain?

  19. Brain Power 200 Located in the back of the head where vision is processed.

  20. Brain Power 200 What is the occipital lobe?

  21. Brain Power 300 This controls emotions and long term memory.

  22. Brain Power 300 What is the limbic system?

  23. Brain Power 400 Prolonged violence, neglect and leads to insecurity.

  24. Brain Power 400 How can severe stress affect the brain structure?

  25. Brain Power 500 Taking time to name things, count, and compare sizes and shapes with children.

  26. Brain Power 500 What are examples of teachable moments?

  27. In The Hood 100 Dreaming of what the child will be.

  28. In The Hood 100 What describes the image-making stage?

  29. In The Hood 200 Parents seek out more information about how to raise their child.

  30. In The Hood 200 What is characteristic of the authority stage?

  31. In The Hood 300 “Your’re not under-standing”, “I can’t talk to you”.

  32. In The Hood 300 What are things teens may tell their parents (during the interdependent stage)?

  33. In The Hood 400 Child with little self-control, immature, aggressive, irresponsible, low self-esteem, and little ability to handle frustration.

  34. In The Hood 400 What are characteristics of a child raised by a permissive-indulgent parent?

  35. In The Hood 500 Parents who value obedience, discourage independence and individuality, dislike having their authority questioned and may yell and threaten.

  36. In The Hood 500 What are characteristics of an authoritarian parent?

  37. Childhood Stress 100 The ability to bounce back from stress and crisis.

  38. Childhood Stress 100 What is resiliency?

  39. Childhood Stress 200 A healthy relationship with at least one parent or close adult, well-developed problem-solving skills, and sense of purpose and future.

  40. Childhood Stress 200 What are factors that protect children in stressful times?

  41. Childhood Stress 300 Showing caring and warmth, having high, clear expectations without being overly rigid and providing ways for childres to contribute to the family in meaningful ways.

  42. Childhood Stress 300 What are ways a family can build resiliency in children?

  43. Childhood Stress 400 Using stories and books, using art and play.

  44. Childhood Stress 400 What are ways that adults can help children work through their stressful feelings in concrete ways?

  45. Childhood Stress 500 Withdrawal, feeling unloved, feeling distrustful, skipping school, worry about the future, sleep difficulty.

  46. Childhood Stress 500 What are signs of stress in adolescents and teens?

  47. Tweens 100 Friends

  48. Tweens 100 What are likely the most important influences in a teenager’s life?

  49. Tweens 200 17-20 Years of Age

  50. Tweens 200 What are the ages of LATE adolescence?

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