Running head: COMMUNITY CENTER 1 Community Child Development Center Proposal Savannah Silva PSY 104 Scott Bell August 20, 2018 COMMUNITY CENTER 2 Community Child Development Center Proposal There is a 90 - 100% chance of developmental delays in children when faced with about six to seven outside risk factors. Some factors that have a cumulative impact may include poverty, child maltreatment, low maternal education, and/or single parenting. With these factors a child’s cognitive, language, or emotional development can be altered (Center on the Developing Child Harvard University para 3). Child development is something that is influenced by many contributing factors, that include parenting and schooling. Some families choose to home school their children and other do not because both believe the one they have chosen is best for their child. In schools, whether they are at home or on a campus, different activities taught at specific ages can help the child’s development. I ask you to consider my proposal based on my expert opinion on the activities I will present in different rooms based on the child’s age. My goal is to present activities such as listening to music, finger painting, cup phones, building historic representations like missions, and preparing science projects in a way that shows their inherent benefits towards successful childhood development. ROOM #1 – Infant Room Paragraph 1.This is where you will identify and explain your first scheduled class or activity  Listen to appropriate music  Music helps infants relax and focus on listening to words that they will eventually have to hear/understand from their parents.  When the parent holds the baby on her chest while listening to music, the baby slowly by slowly gets to learn listening skills and also strengthens its bonding with the parent  Paragraph 2.This is where you will identify and explain your second scheduled class or activity COMMUNITY CENTER 3  Putting rubber rings on a stick or a bead maze  Beginning to touch and feel certain things helps development  Infants can use toys to explore object permanence and cause and effect relationships. They also need objects such as blocks to help them build motor skills and hand-eye coordination.  Paragraph 3.This is where you will identify and explain one specific item in the room  Toy piano  helps with listening skills and development of motor skills  Paragraph 4.This is where you will describe how your activities and/or item selected address at least one issues of Health and Well-Being, Family and Parenting, Education, Culture, and Gender.  This is where Family and Parenting comes in. Parents have start from the very beginning. Playing music and offers things to play with at an early stage is very important for children ROOM #2 – Toddler Room Paragraph 1.This is where you will identify and explain your first scheduled class or activity  Finger painting  Stimulates child’s senses  It allows them to use their imagination and create  Paragraph 2.This is where you will identify and explain your second scheduled class or activity  Complete the alphabet  Touching such letters allows them to have a feeling of how such letters are formed. Frequent carrying of items to fill these letters give their hands the physical strength and hence stronger develop.  Helps with reading and comprehension at an early age Paragraph 3.This is where you will identify and explain one specific item in the room COMMUNITY CENTER 4  Play doh  squishing, squashing, rolling, flattening play dough all develop children's muscles and encourage prewriting  Paragraph 4.This is where you will describe how your activities and/or item selected address at least one issues of Health and Well-Being, Family and Parenting, Education, Culture, and Gender.  They also gain strength and improve dexterity in their hands and fingers, critical areas of physical development for writing, drawing, and other purposes. ROOM #3 – Early Childhood Room Paragraph 1.This is where you will identify and explain your first scheduled class or activity  Cup and string phones  Prepares for experiments in the future  Engages kids with others and develop social/intellectual skills Paragraph 2.This is where you will identify and explain your second scheduled class or activity  Simon Says  Improves listening skills  Creates sportsmanship and following/giving directions Paragraph 3.This is where you will identify and explain one specific item in the room  Star/achievement chart  Helps discipline and set goals for children  Paragraph 4.This is where you will describe how your activities and/or item selected address at least one issues of Health and Well-Being, Family and Parenting, Education, Culture, and Gender. ROOM #4 – Middle/Late Childhood Room Paragraph 1.This is where you will identify and explain your first scheduled class or activity  Building a Mission  Teaches history  improves creativity and art skills COMMUNITY CENTER 5  Paragraph 2.This is where you will identify and explain your second scheduled class or activity  Playing board games or team building games  Memory formation and cognitive skills  development of problem solving skills and being responsible for ones actions Paragraph 3.This is where you will identify and explain one specific item in the room  Talking stick  Teaches discipline and respect towards other classmates  Paragraph 4.This is where you will describe how your activities and/or item selected address at least one issues of Health and Well-Being, Family and Parenting, Education, Culture, and Gender. ROOM #5 – Adolescence Room Paragraph 1.This is where you will identify and explain your first scheduled class or activity  Science projects  Science projects teach the child a new thing while also uses their own skills to develop it  Time management and project development step by step Paragraph 2.This is where you will identify and explain your second scheduled class or activity  Physical Education  Keeps the children healthy  team bonding, sportsmanship, goal setting Paragraph 3.This is where you will identify and explain one specific item in the room  Classroom expectation poster  Helps the children to know what is expected of them and how to behave as they progress in life COMMUNITY CENTER 6 Paragraph 4.This is where you will describe how your activities and/or item selected address at least one issues of Health and Well-Being, Family and Parenting, Education, Culture, and Gender. Provide a brief conclusion to your paper. In conclusion, the parents and teachers, therefore, should take good care of their children in realizing their development. They should employ activities that are aimed at developing the kids physically, mentally and even socially so that they can be able to interact with what they encounter intelligently. Developing into a healthy adult requires the successful completion of all the stages. This means that a lot of care has to be taken to ensure no stage is assumed. Taking a good account of all these will result in well developed children in society. COMMUNITY CENTER 7 References Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning and teaching in higher education [ebrary Reader version]. Retrieved from http://site.ebrary.com/lib/ashford/Doc?id=10197006 Bednarska, Małgorzata. "School-House Relationships on Different Stages of Children and Teenagers (Youth) Development." Pedagogika, vol. 114, no. 2, 2014, pp. 106-115. Bornstein, Marc H., and Catherine S. Tamis-LeMonda. "Activities and Interactions of Mothers and Their Firstborn Infants in the First Six Months of Life: Covariation, Stability, Continuity, Correspondence, and Prediction." Child Development, vol. 61, no. 4, 2015, p. 1206. Caplow, J. (2006). Where do I put my course materials? Quarterly Review of Distance Education, 7(2), 165-173. Abstract retrieved from ERIC (Accession No. EJ875031) Center on the Developing Child (2009). Five Numbers to Remember About Early Childhood Development (Brief). Retrieved from www.developingchild.harvard.edu. Picciano, A. G. (2001). Distance learning: Making connections across virtual space and time.􀀃Upper Saddle River, NJ: Prentice Hall Silverman, Doris K. "Psychosexual Stages of Development (Freud)." Encyclopedia of Personality and Individual Differences, 2017, pp. 1-5.
Purchase answer to see full attachment