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What are factors that need to be considered before becoming a parent?
the factors are that you have to be in a good financial state,  personal maturity, job, school, and environment because parents who have a lower income  face more challenges.  For example, higher-income parents are nearly twice as likely as lower-income parents to rate their neighborhood as an “excellent” or “very good” place to raise kids (78% vs. 42%).

People with higher education tend to find jobs more easily. Parents who live in a poorer environment tend to worry that their children will be harmed by the chart showing the different parents with income worry about.

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Essential Question:

How would you write a job description for a parent that includes the below duties and responsibilities?

rewards and responsibilities

life cycle

training

hours

qualifications

pay

influences                                 vacation

family structure                        benefits

I CAN:
Interpret choosing parenting as a lifelong career.

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Parenting in America

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Pew Research Center's Social & Demographic Trends Project

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Outlook, worries, aspirations are strongly linked to financial situation

Contemporary debates about parenthood often focus on parenting philosophies: Are kids better off with helicopter parents or a free-range approach? What's more beneficial in the long run, the high expectations of a tiger mom or the nurturing environment where every child is a winner? Is overscheduling going to damage a child or help the child get into a good college? While these debates may resonate with some parents, they often overlook the more basic, fundamental challenges many parents face - particularly those with lower incomes. A broad, demographically based look at the landscape of American families reveals stark parenting divides linked less to philosophies or values and more to economic circumstances and changing family structure.

A new Pew Research Center survey conducted Sept. 15-Oct. 13, 2015, among 1,807 U.S. parents with children younger than 18 finds that for lower-income parents, financial instability can limit their children's access to a safe environment and to the kinds of enrichment activities that affluent parents may take for granted. For example, higher-income parents are nearly twice as likely as lower-income parents to rate their neighborhood as an "excellent" or "very good" place to raise kids (78% vs. 42%). On the flip side, a third of parents with annual family incomes less than $30,000 say that their neighborhood is only a "fair" or "poor" place to raise kids; just 7% of parents with incomes in excess of $75,000 give their neighborhood similarly low ratings.

Along with more negative ratings of their neighborhoods, lower-income parents are more likely than those with higher incomes to express concerns about their children being victims of violence. At least half of parents with family incomes less than $30,000 say they worry that their child or children might be kidnapped (59%) or get beat up or attacked (55%), shares that are at least 15 percentage points higher than among parents with incomes above $75,000. And about half (47%) of these lower-income parents worry that their children might be shot at some point, more than double the share among higher-income parents.

Concerns about teenage pregnancy and legal trouble are also more prevalent among lower-income parents. Half of lower-income parents worry that their child or one of their children will get pregnant or get a girl pregnant as a teenager, compared with 43% of higher-income parents. And, by a margin of 2-to-1, more lower-income than higher-income parents (40% vs. 21%) say they worry that their children will get in trouble with the law at some point.

There are some worries, though, that are shared across income groups. At least half of all parents, regardless of income, worry that their children might be bullied or struggle with anxiety or depression at some point. For parents with annual family incomes of $75,000 or higher, these concerns trump all others tested in the survey.

The survey also finds that lower-income parents with school-age children face more challenges than those with higher incomes when it comes to finding affordable, high-quality after-school activities and programs. About half (52%) of those with annual family incomes less than $30,000 say these programs are hard to find in their community, compared with 29% of those with incomes of $75,000 or higher. And when it comes to the extracurricular activities in which their children participate after school or on weekends, far more higher-income parents than lower-income parents say their children are engaged in sports or organizations such as the scouts or take lessons in music, dance or art. For example, among high-income parents, 84% say their children have participated in sports in the 12 months prior to the survey; this compares with 59% among lower-income parents.

The link between family structure and financial circumstances

The dramatic changes that have taken place in family living arrangements have no doubt contributed to the growing share of children living at the economic margins. In 2014, 62% of children younger than 18 lived in a household with two married parents - a historic low, according to a new Pew Research Center analysis of data from the U.S. Census Bureau. The share of U.S. kids living with only one parent stood at 26% in 2014. And the share in households with two parents who are living together but not married (7%) has risen steadily in recent years.

These patterns differ sharply across racial and ethnic groups. Large majorities of white (72%) and Asian-American (82%) children are living with two married parents, as are 55% of Hispanic children. By contrast only 31% of black children are living with two married parents, while more than half (54%) are living in a single-parent household.

The economic outcomes for these different types of families vary dramatically. In 2014, 31% of children living in single-parent households were living below the poverty line, as were 21% of children living with two cohabiting parents. By contrast, only one-in-ten children living with two married parents were in this circumstance. In fact, more than half (57%) of those living with married parents were in households with incomes at least 200% above the poverty line, compared with just 21% of those living in single-parent households.

Most parents say they're doing a good job raising their kids

Across income groups, however, parents agree on one thing: They're doing a fine job raising their children. Nearly identical shares of parents with incomes of $75,000 or higher (46%), $30,000 to $74,999 (44%) and less than $30,000 (46%) say they are doing a very good job as parents, and similar shares say they are doing a good job.

Though parental scorecards don't differ by income, they do vary across other demographic divides, such as gender and generation. Among all parents, more mothers than fathers say they are doing a very good job raising their children (51% vs. 39%), and Millennial mothers are particularly inclined to rate themselves positively. Nearly six-in-ten (57%) moms ages 18 to 34 say they are doing a very good job as a parent, a higher share than Millennial dads (43%) or any other generational group.

Regardless of how they see themselves, parents care a lot about how others perceive their parenting skills. For married or cohabiting parents, the opinion of their spouse or partner matters the most: 93% of these parents say it matters a lot to them that their spouse or partner sees them as a good parent. But most single parents (56%) also say they care a lot that their child's other parent sees them as a good parent.

About seven-in-ten (72%) parents want their own parents to think they are doing a good job raising their children, and smaller but substantive shares care a lot that their friends (52%) and people in their community (45%) see them as good parents.

Parents are nearly evenly divided about whether their children's successes and failures are more a reflection of how they are doing as parents (46%) or of their children's own strengths and weaknesses (42%). Parents of younger children feel more personally responsible for their children's achievements or lack thereof, while parents of teenagers are much more likely to say that it's their children who are mainly responsible for their own successes and failures.

There are significant differences along racial lines as well, with black and Hispanic parents much more likely than whites to say their children's successes and failures are mainly a reflection of the job they are doing as parents.

Mothers are more overprotective than fathers

About six-in-ten parents (62%) say they can sometimes be overprotective, while just a quarter say they tend to give their children too much freedom. More also say they criticize their kids too much than say they offer too much praise (44% vs. 33%). American parents are more divided on whether they sometimes "stick to their guns" too much or give in too quickly (43% each).

In several key ways, mothers and fathers approach parenting differently. Mothers are more likely than fathers to say that they sometimes are overprotective of their children, give in too quickly and praise their children too much.

Mothers also have more extensive support networks that they rely on for advice about parenting. They're much more likely than fathers to turn to family members and friends and to take advantage of parenting resources such as books, magazines and online sources. For example, while 43% of moms say they turn to parenting websites, books or magazines at least sometimes for parenting advice, about a quarter (23%) of dads do the same. And moms are more than twice as likely as dads to say they at least occasionally turn to online message boards, listservs or social media for advice on parenting (21% vs. 9%).

In at least one key area gender does not make a difference: mothers and fathers are equally likely to say that being a parent is extremely important to their overall identity. About six-in-ten moms (58%) and dads (57%) say this, and an additional 35% and 37%, respectively, say being a parent is very important to their overall identity.

Parental involvement - how much is too much?

The survey findings, which touch on different aspects of parenting and family life, paint a mixed portrait of American parents when it comes to their involvement in their children's education. About half (53%) of those with school-age children say they are satisfied with their level of engagement, but a substantial share (46%) wish they could be doing more. And while parents generally don't think children should feel badly about getting poor grades as long as they try hard, about half (52%) say they would be very disappointed if their children were average students.

A narrow majority of parents (54%) say parents can never be too involved in their children's education. But about four-in-ten (43%) say too much parental involvement in a child's education can be a bad thing, a view that is particularly common among parents with more education and higher incomes. For example, while majorities of parents with a post-graduate (65%) or a bachelor's (57%) degree say too much involvement could have negative consequences, just 38% of those with some college and 28% with no college experience say the same.

Black and Hispanic parents have a much different reaction to this question than do white parents, even after controlling for differences in educational attainment. Fully 75% of black and 67% of Hispanic parents say a parent can never be too involved in a child's education. About half of white parents (47%) agree.

Whether or not they feel too much involvement can be a bad thing, a majority of parents are involved - at least to some extent - in their children's education. Among parents with school-age children, 85% say they have talked to a teacher about their children's progress in school over the 12 months leading up to the survey. Roughly two-thirds (64%) say they have attended a PTA meeting or other special school meeting. And 60% have helped out with a special project or class trip at their children's school. Parents' level of engagement in these activities is fairly consistent across income groups.

Reading aloud is one way parents can get involved in their children's education even before formal schooling begins. Among parents with children under the age of 6, about half (51%) say they read aloud to their children every day, and those who have graduated from college are far more likely than those who have not to say this is the case. About seven-in-ten (71%) parents with a bachelor's degree say they read to their young children every day, compared with 47% of those with some college and 33% of those with a high school diploma or less.

Kids are busy, and so are their parents

American children - including preschoolers - participate in a variety of extracurricular activities. At least half of parents with school-age children say their kids have played sports (73%), participated in religious instruction or youth groups (60%), taken lessons in music, dance or art (54%) or done volunteer work (53%) after school or on the weekends in the 12 months preceding the survey.

Among those with children younger than 6, four-in-ten say their young children have participated in sports, and about as many say they have been part of an organized play group; one-third say their children have taken music, dance or art lessons.

Parents with annual family incomes of $75,000 or higher are far more likely than those with lower incomes to say their children have participated in extracurricular activities. For parents with school-age children, the difference is particularly pronounced when it comes to doing volunteer work (a 27 percentage point difference between those with incomes of $75,000 or higher and those with incomes less than $30,000), participating in sports (25 points), and taking music, dance or art lessons (21 points). Similarly, by double-digit margins, higher-income parents with children younger than 6 are more likely than those with lower incomes to say their young children have participated in sports or taken dance, music or art lessons in the 12 months prior to the survey.

Parents with higher incomes are also more likely to say their children's day-to-day schedules are too hectic with too many things to do. Overall, 15% of parents with children between ages 6 and 17 describe their kids' schedules this way. Among those with incomes of $75,000 or higher, one-in-five say their children's schedules are too hectic, compared with 8% of those who earn less than $30,000.

But if kids are busy, their parents are even busier. About three-in-ten (31%) parents say they always feel rushed, even to do the things they have to do, and an additional 53% say they sometimes feel rushed. Not surprisingly, parents who feel rushed at least sometimes are more likely than those who almost never feel rushed to see parenting as tiring and stressful and less likely to see it as enjoyable all of the time.

Spanking is an unpopular form of discipline, but one-in-six use it at least sometimes

Parents employ many methods to discipline their children. The most popular is explaining why a child's behavior is inappropriate: three-quarters say they do this often. About four-in-ten (43%) say they frequently take away privileges, such as time with friends or use of TV or other electronic devices, and a roughly equal share say they give a "timeout" (41% of parents with children younger than 6) as a form of discipline, while about one-in-five (22%) say they often resort to raising their voice or yelling.

Spanking is the least commonly used method of discipline - just 4% of parents say they do it often. But one-in-six parents say they spank their children at least some of the time as a way to discipline them. Black parents (32%) are more likely than white (14%) and Hispanic (19%) parents to say they sometimes spank their children and are far less likely to say they never resort to spanking (31% vs. 55% and 58%, respectively).

Spanking is also correlated with educational attainment. About one-in-five (22%) parents with a high school diploma or less say they use spanking as a method of discipline at least some of the time, as do 18% of parents with some college and 15% of parents with a bachelor's degree. In contrast, just 8% of parents with a post-graduate degree say they often or sometimes spank their children.

Parental worries differ sharply by race, ethnicity

In addition to the economic gaps that underlie parents' worries about the safety and well-being of their children, wide racial gaps exist on a few key items. White parents are far more likely than black parents to worry that their kids might struggle with anxiety or depression (58% vs. 35%) or that they might have problems with drugs or alcohol (40% vs. 23%). Black parents, in turn, worry more than white parents do that their children might get shot at some point. About four-in-ten (39%) black parents say this is a concern, compared with about one-in-five (22%) white parents. And this difference persists even when looking at white and black parents who live in urban areas, where there is more concern about shootings.

On each of these items and others tested in the survey, Hispanic parents are more likely than white and black parents to express concern. These differences are driven, at least in part, by high levels of concern among foreign-born Hispanics, who tend to have lower household incomes and lower levels of educational attainment than native-born Hispanics.

The remainder of this report includes an examination of changing family structures in the U.S. as well as detailed analyses of findings from the new Pew Research Center survey. Chapter 1 looks at the changing circumstances in which children are raised, drawing on demographic data, largely from U.S. government sources. This analysis highlights the extent to which parents' changing marital and relationship status affects overall family makeup, and it also includes detailed breakdowns by key demographic characteristics such as race, education and household income. Chapters 2 through 5 explore findings from the new survey, with Chapter 2 focusing on parents' assessments of the job they are doing raising their children and their families' living circumstances. Chapter 3 looks at parenting values and philosophies. Chapter 4 examines child care arrangements and parents' involvement in their children's education. And Chapter 5 looks at extracurricular activities.

Other key findings

About six-in-ten (62%) parents with infants or preschool-age children say that it's hard to find child care in their community that is both affordable and high quality, and this is true across income groups. Most working parents with annual family incomes of $75,000 or higher (66%) say their young children are cared for in day care centers or preschools, while those earning less than $30,000 rely more heavily on care by family members (57%).

On average, parents say children should be at least 10 years old before they should be allowed to play in front of their house unsupervised while an adult is inside. Parents say children should be even older before they are allowed to stay home alone for about an hour (12 years old) or to spend time at a public park unsupervised (14 years old).

Roughly a third of parents (31%) with children ages 6 to 17 say they have helped coach their child in a sport or athletic activity in the past year. Fathers (37%) are more likely than mothers (27%) to say they have done this.

Nine-in-ten parents with children ages 6 to 17 say their kids watch TV, movies or videos on a typical day, and 79% say they play video games. Parents whose children get daily screen time are split about whether their children spend too much time on these activities (47%) or about the right amount of time (50%).

Eight-in-ten (81%) parents with children younger than 6 say that their young children watch videos or play games on an electronic device on a daily basis. Roughly a third (32%) of these parents say their kids spend too much time on these activities; 65% say the amount of time is about right.

Terminology

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Outlook, worries, aspirations are strongly linked to financial situation Contemporary debates about parenthood often focus on parenting philosophies: Are kids better off with helicopter parents or a free-range approach? What's more beneficial in the long run, the high expectations of a tiger mom or the nurturing environment where every child is a winner?

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multiple intelligence test results

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Language: You enjoy enjoy saying, hearing, and seeing words. You like telling stories. You are motivated by books, records, dramas, opportunities for writing. Effective techniques of enhancing your learning using your language intelligence include reading aloud, especially plays and poetry. Another idea is to write down reflections on what you've read.

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EQ: the effects that the PBIS has on our Dudley Panther family is that it encourages students to help the school by attending events and making events to raise money for our school for example the prowl panther walk.

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Times have changed and as women become independent they delay child rearing. They build their career first and then make a conscious decision about having a baby. Think about having a baby? Having a child is a huge responsibility. You dedicate your life to another human being. When you are deciding to have a baby you have to consider things like finances, emotional support, and day care. You have to be ready before you take on the role of a parent. You have to know what it is like to have a baby. Let's discuss things to consider before becoming a parent.

See also: 5 Ways To Teach Your Kids To Be Honest

Things to consider before becoming a parent

Are you ready?

Both partners should be ready to be a parent. If you are being pressured then you are not ready. It has to be an inherent desire to have a baby. Two partners should feel the same way about extending their family. Are you willing to lose sleep? Wake up in the middle of the night to feed your baby. Clean up a mess every single second. The life of a mom is not easy. You have to be prepared to take on this role mentally and physically.

You will have little free time

Being a parent is a responsibility that you cannot run away from. You will be worried about changing diapers, putting your baby to sleep after a horrible nightmare. If you can leave your child in the care of someone you trust such as grandmother or aunts then you can enjoy a date night with your partner. You will cherish the free time you have because they don't come often. You basically give up your freedom when you are a parent.

Can you give your baby the best life right now?

All parents imagine giving their kids a life better. Better that than the ones they lived. If you were poor you would not want your child to suffer. Think about how financial stable you are? You can work out a budget and see if you can take care of a baby. Check the price for diapers, clothes, daycare and food. You should be able to give your child the best life. You don't have to be rich but your child should have access to basic needs.

Parenting style

Think about the parenting style you want to use. You can learn from your parents. Every mother and father want to be the perfect parent. You will make mistakes as you take on this new role. Don't be too hard on yourself. Critique the parenting style of your parents and see what you will use. Were they too strict? Did they spend enough time with you? How did you feel? After you get your answers you will know how to raise your kid. You and your partner should be on the same page on how you want to raise your child.

Is your relationship stable?

Women tend to think that having a baby will fix relationship problems. Sometimes the problems get worse when a baby comes into the picture. Make sure that the relationship is healthy before you have a baby. The baby needs to grow up in a healthy home where both parents will give their support.

Wrapping up

Being a parent is a beautiful experience. Do not rush the process but wait until you are fully prepared.

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5 Things To Consider Before Becoming A Parent - Life Hacks by Technobezz

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Times have changed and as women become independent they delay child rearing. They build their career first and then make a conscious decision about having a baby. Think about having a baby? Having a child is a huge responsibility. You dedicate your life to another human being.

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single-parent and a benefit is that i don't have to deal with my father's words and cheating and extra support. a disadvantage is that mom works all the time and money is a bit short.

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some rewards of parent is extra support watch children grow, teaching and gaining experience
some challenges are that the parent works harder and arguing bills

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EQ:  What are some rewards and challenges of parenting?

I CAN: Compare rewards and challenges of parting.

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by using a computer, online resources, people, and books.

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home, income, discipline, full time parent, environment, change habits, mature.

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Essential Question:

What are some decisions you have to make before becoming a parent?

I CAN:
Exemplify quality decision making skills for parenting styles.

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Learning responsibility early, sense of being a parent, handling things better, learning about family, quick recovery, improvement in life. Scorned by society, inability to bear, complications with babies, single parent, no job, improper education, depression and addiction, lack of maturity, financial problems.

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i agree and disagree because parent will give you advice on how to be better but children will learn from their environment on how to shape themselves.

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barrier methods differ from hormonal methods because they are only used during sex. the barrier methods come in diaphragm, cervical cap, male 🤬, and female 🤬 and spermicidal foam, sponges, and film. hormonal methods differ from barrier method because they come in pills, patches, rings, and implants. they prevent eggs from being released, prevent sperm from entering the uterus and prevent uterus from implanting. (it wont let me write the codom word)

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Why and how are hormonal and barrier family planning methods different?

I CAN:CLASSIFY the types of family planning methods and list advantages and disadvantages of each.

ASSIGNMENTS Today 2/28:

1.  Answer the EQ either on this post or in your notebook.  Answer with a paragraph
2.  Class Kahoot.it review on Family Structures and Family Life Cycles.
2.  Quizlet assignment 2.02-flashcards, learn, match, test.  **Due next Wednesday.**

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Did your parents talk to you about STDs/STIs?  What did they say if so?  How are you going to tell your children about STDs/STIs?

I CAN: Understand the importance of making responsible decisions about teen sexuality.

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my parents didn't really talk about std but they did talked about puberty. one time in health class when i was younger there was a discussion about std. i'll tell my children when they start their puberty. the way i'll tell them is straight and blunt, when they have sex they'll have to be careful.

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What effects does population growth have of family planning methods?

I CAN:

Determine efficient family planning methods to reduce unwanted pregnancy.

Assignments after EQ and I CAN:

1. Continue working on STD project. 2. Complete 2.02 Quizlet Assignment if you haven't done so already.

**STD PSA due tomorrow!**

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pop

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ESSENTIAL QUESTION:

If a couple is in a healthy relationship and is unable to conceive, what can the couple do to  expand their family?

I CAN:

Classify and interpret effectiveness of family planning methods and infertility options available.

ASSIGNMENTS after EQ and I CAN:

1.  Present STD PSA project.
2. Take notes during presentations on myths, symptoms, and prevention from STD presentations.
3.  Quizlet 2.01: flashcards, learn, match, test.

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the couple can either adopt or donor eggs. there are also other treatments

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Essential Question:
What are ways social media can safely make a positive influence for children?

I CAN:
understand ways social media make positive influences for children.

ASSIGNMENTS after EQ and I CAN:
Students will prepare an advertisement with visuals for their assigned program.  Each group present its work to the class.  Show and discuss the rubric “Advertisement for Provider Care”.

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social media can make positive influence to children by educating them and entertaining them. some ways are through cartoons, movies, and animations. it can also make positive impacts on parents.

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Essential Question:
Why do you need both short term and long term career goals?

I Can:
EXEMPLIFY careers related to working with children by education level.

Assignment:

1.  Students will take notes in small groups about the career options in child development.

2.  As a class  will read the career project rubric and look at example projects.

3.  Then students will work individually to make a career selection, research extensively.
4.  Be ready to present this Thursday.

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we need both short and long term goal because with short term you can feel success. with long term you can stride to succeed.

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Essential Question:

Why should you evaluate your interests, aptitudes and abilities when researching careers?
I CAN:

compare the relationship between my interests and facts about careers.

Assignment: 1. Continue researching extensively and working on the career project. **10 points extra credit for presenting Tomorrow.**
2. Work on the study set on quizlet.
** Due Tomorrow**

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the reason to evaluate abilities and interest is to find the perfect job. the job you feel is right is the more you will enjoy.

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Essential Question:
Why is lifelong learning more important in early care and education  today than it was in the past?
I CAN: Understand careers require continued knowledge of child care and education.
Assignments:
1.  Career Projects Presentations begin.
2. Work on 2.3 Quizlet:
-flashcards, learn, match, test.
-due today!

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it's important because people want to make a difference and get a better job. back then those who had education were rich. they also had to work so education was hard to keep.

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Essential Question:
How do hereditary and environment influence traits of children?
I CAN:
Understand environment and hereditary influences on prenatal development.
Assignments:
1.  3.01 Quizlet due Wednesday.
2.  Ch. 4:
*Reviewing the Chapter and *Reviewing the Section questions.

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heredity and environment affects traits like height, mentally, and behavior. the environment can either help or harm the children. heredity comes from the parents and can pass good immunity or diseases.

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Essential Question:
What are some long term effects of prenatal development?

I CAN:
Determine the components of a healthy pregnancy and delivery.

ASSIGNMENTS:
1.  Complete 3.01 quizlet.
*Flashcards, learn, match, test.
2.  Finish Ch 4 review section and review chapter questions.
3. Be

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some long term effects are having sickness such as cardiovascular disease. there is also brain damage or missing a body part. the child can also need to take special medicine to calm down.

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Essential Question:
A child with special needs will
inspire you to be a special kind
of person. Agree or disagree,
Why?
I CAN: Sumarize environmental
and hereditary influences on
ASSIGNMENTS AFTER EQ and I CAN:
1. 3.01 Quizlet flashcards, learn,
match, test.
2. Birth Defects project
continued..
3. Chapter 4 completed.

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agree because this special kid will help you learn on how to take care of people. in addition they will give you experience and patience for people like them. they'll teach you more on babysitting and parenting for future children like them.

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Describe what you are going to look for in one of your references from your birth defect project.  How does the information of your references benefit families?
i will be looking for true information. with true info it will make my project be informal and professional.

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Essential Question:

How can birth defects now be detected before a baby is born?

I CAN:

CLASSIFY how birth defects can be diagnosed and prevented.

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they can be tested by blood. there is ultrasound too. in addition genetic counciling.

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a woman can take labor classes or assistance. she can consult a doctor. in addition she can take medications prescribe by the doctor.

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Assignment today:
1.  EQ and I CAN
2.  Read and take notes on 4.01
3.  Kahoot.it for review.

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one take care of an infant by examining the skin, head, neck, heart, lungs, and genitals for any sign of disease or infection.

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EQ:
What are early signs of social
and emotional development in
infants?
I CAN understand Social and
Emotional milestones for
infants.

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facial expression, laughter, emotions

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EQ: What make Jean Piaget and Erik Erickson theories important to learn about for infant development?

I CAN: Exemplify sensorimotor activities appropriate for infants.

ASSIGNENTS: 4.03 worksheet
2. Work on Quizlet sets: Erickson and Piaget, Infant Cognitive Development.
3. Quizlet Set 4.02 is due TODAY!

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how children develop. their mentality, emotional, physical, and social skill. how they work differently from adults.

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some characteristics of a toddler are that they are small, vulnerable, big head, stubborn, curious, laughter, anger, sadness, crying, sitting up, and talking.

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Thursday 5/4:

EQ: What are ways to promote
healthy social and emotional
development with infants?
I CAN: Understand ways to
increase brain development with
infants.

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by showing the children love and talking to them. another way is by introducing them to other people you trust and reading to them.

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How can a
caregiver stimulate brain
development in an infant?
I CAN: Recognize environmental
factors that influence brain
development.

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they can talk, read, or sing to the infant. they can also help them learn new faces and objects

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Test: Parenting and Child Development (4.03 Key Terms) Cognitive Development of Infants | Quizlet.pdf

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Test: Objective 4.03 Key Terms | Quizlet.pdf

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Test: Erik Erikson's 8 Stages of Life and Piaget's Stages of Cognitive Development | Quizlet.pdf

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Test: Child Development 4.02 | Quizlet.pdf

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What are the emotional developments for children ages 3-6?

I CAN: Understand physical development and care for children ages 3-6.

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1.  Complete note taking guide on 5.01 Physical Characteristics of Toddlers.
2.  Complete Charts: Toddler Complete toddler motor skills development and Growth Chart below.
3.  Work on quizlet sets 5.01-5.03.
**DUE FRIDAY.**

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EQ:  What are the physical characteristics or abilities of the toddler?
*Answer EQ with the assignment below.*
I CAN:  Understand physical and
cognitive development and
recommended care of the toddler.

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this toddler has blonde hair and fair skin. they are playing and learning from with their blocks. he looks very distracted, curious, and happy. he'll later learn about the numbers.

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the characteristics are ages 1-3, stubborn, curious, grow slow, little appetite, independent, and throw tantrums.

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How does physical development look for children ages 3 through 6 year old?

I CAN: Understand physical development and care for children ages 3-6.

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they learn to jump, run, walk, play, climb, and carry items.

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can express sadness, anger, happiness, stress, frustration, and anxiety.

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What are social development milestones for children ages 3-6?

I CAN: Understand social development for children ages 3-6.

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baby teeth are in, climb stair, greater gross motor skills, greater fine motor skills, use bathroom, attention span, identify objects, understand.

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What is the APGAR?

I CAN: assess the health of a newborn based on the APGAR score.

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apgar is a test given to newborns. This test checks a baby's heart rate, muscle tone, and other signs to see if extra medical care or emergency care is needed. and is given twice, 1 minute after birth and 5 minutes later.