The pattern of genetic

transmission in which a single dominant

gene influences a person’s phenotype,

but an individual must have two recessive

genes to express a recessive trait.
-Boys are considerably more vulnerable to all kinds of prenatal problems. Many more boys than girls are conceived on the order of about 120 to 150 male embryos for every 100

female ones—but more of the males are spontaneously aborted. At birth, there are about 105 boys for every 100 girls.
-many genes for problems or disorders are recessive

and are carried on the X chromosome, the XX combination affords a girl more protection against “bad” recessive genes that may be carried on one X chromosome; the dominant gene on the corresponding X chromosome would be expressed instead. Because boys have only one X chromosome, such a recessive gene is much more likely to be expressed phenotypically in a boy.

WEEK 2
Model of Urie Bronfenbrenner ecological system theory. 4 nested structures that affect development and behavior. I was able to see learn what each structure consists of. such as :
Microsystem: immediate surrounding like family and educators.
Mesosystem: the interaction between the microsystems, and involvement.
Exosystem: the effects of family background such as education and work and resources available and provided.
Macrosystem: Laws, beliefs, and general culture in that child's upbringing.
-Valuing Cultural Diversity: develop a multicultural curriculum that involves the family and the child.

Developmentally Appropriate Practice (DAP)

Encompasses emotional interaction, instructional

planning, and various types of teaching and learning

techniques involving children, families, colleagues, and

the community.

Licensing regulations

Accreditation standards

Early learning guidelines

NAEYC’s Code of Ethical Conduct

Teachers play a decisive role in ongoing

communication with family members.

Using Active Listening with Families

Teachers should gather information about

development from families.

Share information about the child’s daily experiences

and program with families.

Actively listen to the family’s expectations and goals for

their child.

Share expectations by working together with families

to set goals.

Spaces must guarantee the well-being of each child

and of the group of children.

Spaces must reflect and be responsive to the unique

developmental characteristics of children of specific

ages as well as the individual children within that age

group.

Environmental Changes for the Classroom

Encourage energy conservation and recycling.

Curricular Changes 

Incorporate indoor and outdoor exploration of nature and

growing plants/food.

Partnerships and Advocacy

Work with community and licensing agencies to reduce

waste and recycle

Parental attitudes and expectations are shaped by

various sources

Cultural variations are evident even within a family

Caregiver cultural experiences and expectations are

also brought to the caregiving role

Shared, learned symbolic system of values, attitudes

and beliefs

Avoid unknowingly acting on your biases

Create partnerships with families to bridge cultural

gaps

WEEK 10
Three tiers

–

 

Routinely provided to all children to promote healthy

development

Specific families or communities experiencing greater levels of

difficulty or stress and need additional support

Long-term

Provided to families who experience persistent challenges

At about one year of age, infants typically speak their first

recognizable words and use a combination of sounds,

babbling, and single words to communicate with themselves

and others.

Responsiveness to babbling builds vocabulary.

Book reading guides young children in turn-taking patterns

and conversation.

Young children can express their ideas using a writing tool
Piaget’s Sensorimotor Stage of Cognitive

Development:

In Stage 1, the newborn’s behavior is reflexive.

During Stage 2, infants begin to coordinate

their senses

In Stage 3, the infant explores the object

permanence.

Infants imitate people and things not present,

deferred imitation.

 
WEEK 12

Many children between 24 and 30 months are entering

Piaget’s

preoperational stage of cognitive development.

Children are constructing and organizing knowledge about

the world.

Drawings may begin to be representative.

Children at this age are active explorers and problem

solver
Older toddlers, 24 to 36 months, use observing,

questioning, manipulating, classifying, and measuring

to learn about their world.

Children construct physical knowledge by moving and

observing.

Children construct logical-mathematical knowledge by

discovering relationships between objects.

Children learn social-arbitrary knowledge from other

people.

Scribbling: nonsense writing marks that are a

the precursor to writing.

The interrelationships among language, reading,

and writing is evident at an early age.

Toddlers need open access to paper and writing

utensils for drawing and writing as well as painting

for expressing ideas.

Math: consists of three areas

Reasoning and building connections

Engaging in mathematical problem solving

Communicating how toddlers think about

mathematical concepts