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The Role of Children in Native American Culture

Read “The Role of Children in Native American Culture”Watch: “The Oral Tradition of Storytelling” Read: Selections of Native American Stories. As you read, try to identify all the places where Native American attitude toward children is shown.  Look especially at the ending of Gluskabi. What does the ending tell us about Native Americans’ respect for children?

How is the creation story about the role of death, where a child plays an important role, help us understand the importance of children in Native American culture? Can you see a connection made between children, nature, and animals? Comment on discussion board

Video: http://youtu.be/BNY7L_RdObA

The Role of Children in Native American Culture by Harriett K. Light

The Role of Children in Native American Culture by Harriett K. Light

While recognizing that generalizations about Native American Indians can seldom be made because tribes are different, it does appear that children occupied a very special place in American Indian Culture, were taught to respect life, and were viewed with love and caring (Gridley, 1974; Terrell and Terrell, 1974). In describing Texas Indians, Nanez Cabeza de Vaca explains that, “Those people love their offspring the most of any in the world, and treat them with great mildness” (Terrell and Terrell, 1974, p. 157). The importance of children can also be seen in the American Indian rituals that were related to children.

For instance, the kachina doll has been an important part of Hopi Indian children’s lives. The kachina is real to these children and represents the source of gilts, goodness, kindness, and discipline. Respect for elders is also learned. Eventually, the child learns that the kachina is an impersonation and is not real. However, the parents and other adults have often gone through extensive efforts to maintain the kachina image and thereby socialize their children. This effort is an indication of the importance the Hopi Indians place on child guidance (Sekaquaptewa, 1976).

Among the Cheyennes, chastisement of their children is abhorred (Llewellyn, people showed devotion and concern for their children through customs and beliefs. For instance, strict sexual abstinence between the mother and father until the first child was about 10 years of age was considered ideal. Thus, the first child could grow and develop with the parents’ full attention. This action was not compulsory, however. and some families had many children.

One of the first lessons a Cheyenne child learned was self-control and self-restraint in deference to the presence of elders (Llewellyn and Hoebel, 1967). If elders were talking, the child was taught to cease talking, be quiet, and listen, for the Cheyenne believed that “When there is respect for the aged, the mores are- safe” (Llewellyn, 1967).

The Cheyenne children were encouraged to play in such ways that would train them for adult responsibilities. Dolls and tiny puppies provided opportunities for little girls to learn nurturing behavior, while little boys were given bows and arrows in preparation for the hunting role they would assume. The children also learned adult responsibilities by following their parents. This was especially true of the girls and their mothers; little girls seemed to walk behind the mother everywhere she went to perform her duties. The Cheyenne believed the child could be molded from the very early months of life for the role she/he would play in adulthood (Llewellyn, 1967).

The important role of the elders, especially the grandparents, is seen in the customs of the Jicarrila Apache Indians. The parents had the main responsibility for support of their children. However, it was the grandparent who was the main disciplinarian. The belief was that the elders had lived a long time and learned much; they wanted their grandchildren to learn all that they (the grandparent) had found out in their life. Rigorous training was used to teach the children moral standards and to develop character. Respect for parents and grandparents was expected and received (Opler, 1946).

For most Native American peoples, the prenatal period and birth are religiously important. The beginning of life and the years of childhood are times when beliefs, values, and attitudes must be communicated to the child. The future of their community and the responsibility of nurturing respect for their heritage must be communicated to the children during this time period.

Thus, even though specific child-rearing customs varied among the different tribes, a common thread that links the tribes is the high degree of importance they attached to childhood as a period of development and the strong sense of responsibility they felt for their children’s welfare (Gill, 1982).

From: Journall of American Indian Education

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Why Children Talk to Themselves or watching a Ted Talk on nutrition

Please turn in your Application Assignment 4 here. Choose between reading the article Why Children Talk to Themselves or watching a Ted Talk on nutrition. You can find an example write up here . Down

Please turn in your Application Assignment 4 here. Choose between reading the article Why Children Talk to Themselves or watching a Ted Talk on nutrition. 

You can find an example write up here . Download example write up here .You can find the article for this assignment here Download article for this assignment here. and the video hereLinks to an external site..  Each response to each question should be answered in at least one paragraph. Paragraphs should be thorough. Therefore, instead of simply providing a simple answer, go into detail to show how well you understand your response. Don’t forget the one page double-spaced summary.

Application Assignment #4: Why Children Talk to Themselves

What: In this assignment, you are aiming to learn more about why children may talk to themselves or nutritional concerns for young children.

Why: It is important to be able to get information out of articles and educational media.

How:1. Read the sample article review (to see what the finished product should look like) and then read the Article “Why Children Talk to Themselves” or watch the video Picky Eating Isn’t About the Food.2. Fill out the following questions below. Make sure the summary is at least one full page double-spaced following writing guidelines.3.  Make sure your answers are substantive (i.e., if you are asked to write a paragraph, don’t write one sentence; if you are asked to state different things you learned, make sure you do not just list three things. Go into detail about each thing instead in 2-3 sentences each), accurate, and clear (i.e., free of grammar errors).4. Review your answers for grammar and spelling.5. Review your answers to ensure that they are accurate, clear, and substantive. Check your answers against the rubric.

6. Paper must follow APA format and the writing guidelines indicated here. 

Questions

These are the only questions and prompts on the example that you have to respond to.

Responses should provide as much detail as the sample. Please avoid writing short responses.

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Testing Preschool-Aged Children

Below is the written transcript

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview 
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (specify the student’s choice from the “Special Topics” list)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Folio portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to your Folio account and upload the revised Assessment Guide to the portfolio. (Use the Setting Up and Using Folio (Links to an external site.) guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the University of Arizona Global Campus Library

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between early parent reading to children and childhood literacy in general

For this assignment, you will submit a literature review.  First, be sure you have completed all your readings and watched the videos assigned in this unit.

Using the articles, you found for your Annotated Bibliography from the Unit 2 assignment, write your Literature Review. Your Literature Review should include three main components: an introduction, main body, and conclusion.

  • Introduction: In two to three paragraphs:
    • Topic: Define your topic and provide context for the review (your main thesis).
    • Organization of Literature: Explain the organization – i.e. sequence – of the review;
  • Main Body: In two to three pages
    • Topic Review: Organize and discuss the literature you reviewed (a minimum of six sources). Your main body should be organized by topic using headings.  Within each topic, discuss multiple sources comparing and contrasting what the various findings of each study were.  DO NOT simply provide a summary of the study.
    • Wider Subject Area: Analyze the relation between your chosen topic and the wider subject area (e.g. between early parent reading to children and childhood literacy in general)
  • Conclusion: In two to three paragraphs

Your paper will be peer-assessed on how well the above areas have been covered.  In addition, the below aspects will also be assessed:

  • Page Requirement: The assignment should be 4-5 pages, not including title and reference pages.
  • APA Formatting: Use APA formatting consistently throughout.
  • Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.
  • Source Requirement: Use no less than six scholarly sources, providing compelling evidence to support ideas. All sources on the reference page need to be used and cited correctly within the body of the assignment.

Reading Assignment. 

Choosing & Using Sources: A guide to academic research. (2020). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/2.  Pubrica Academy. (2019, August 8). Why is it important to do a literature review in research? https://pubrica.com/academy/research/why-is-it-important-to-do-a-literature-review-in-research/  3.Purdue OWL Online Writing Lab. (n.d.). Annotated bibliography examples. Purdue OWL Online Writing Lab. https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/annotated_bibliography_samples.html 4. Purdue OWL Online Writing Lab. (n.d.). Writing a literature review. Purdue OWL Online Writing Lab.  https://owl.purdue.edu/owl/research_and_citation/conducting_research/writing_a_literature_review.html 

Optional Video

1. Taylor, D. (28, June 2010). Writing the literature review (part one): Step by step tutorial for graduate students [Video]. YouTube. https://www.youtube.com/watch?v=2IUZWZX4OGI  (5:21)  

2. Taylor, D. (28, June 2010). Writing the literature review (part two): Step by step tutorial for graduate students [Video]. YouTube. https://www.youtube.com/watch?v=UoYpyY9n9YQ (7:40)

  • This is a two-part series of videos that will explain how to write your literary review.

3.  University of Washington Libraries. (2011, July 19). What is a scholarly journal article? [Video]. YouTube. http://www.youtube.com/watch?v=PuyCJnv3auk (2:55) 

  • This video gives you a specific explanation and examples of what scholarly articles include and shows you how to locate them

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Venmo watch for children

Create and Post the link to your website so your classmates and I can visit it freely.

  • Post the questions from your survey so your classmates can answer them after they’ve reviewed your work.

Revise and then publish the following items to your product’s website:

  • The product’s logo ( will be located in the attachments with the logo on the actual product )…product is a watch (similar to the Venmo watch for children)
  • Create and add an instruction manual for the watch  (manual should contain images that’ll help a first-time user to follow the instructions well. ( please see attachments)
  • Create and add a survey for your product. (classmates will take the survey)
  • * use the attachments as references to publish the items requested above. 

Once you’ve finished your work on the website, write a 1-page reflective cover memo to your instructor that explains how this body of work demonstrates your mastery of core concepts that you learned in this technical writing class. Be very specific and link each main class concept (such as target audience or page layout) with a specific element in your website.

Be sure to include the website’s URL in the cover memo and double-check that all of its components are published and displaying correctly before submitting the memo for grading.  

Set up your cover memo using this format:

To: [Add your instructor’s name here]From: [Add you name here]Date: [Add the date here]Subject: [Add your product’s name here]

Begin the main body here…

Submit the cover memo and the website’s URL as a MS Word / PDF document.

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The Negative Impact Of Social Media On Children And Young People

The Negative Impact Of Social Media On Children And Young People (2000 words Paper)

 1.  Introduction (Heading 1) (300 words 

2. Main Body (800)

3.  Limitations and Further Research (300 words)

4)   Conclusion (300 words)

  Abstract—Write a summary of your literature review. Write this section last. (200 words)

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children learn about sex differences reviewed

4 Biology and Behavior

The data on how parents treat boys and girls reviewed in chapter 2 and

on how children learn about sex differences reviewed in chapter 3 raise

the question of whether all the sex differences we see are differences that

adults construct. What about built-in sex differences? In this chapter and

the next I summarize what we know about intrinsic differences between

males and females and consider the implications of those differences. One of the problems involved in discussions of sex differences is that

many people view biological influences as all-powerful and final. If a sex difference-such as mathematical ability-can be shown to have a bio-

logical component, it seems immutable and eternal. Our perception of

immutability stems, I think, from an inaccurate understanding of what it

means for a characteristic to have a biological basis. We interpret a bio-

logical sex difference as a difference that is a direct result of having a

certain set of sex chromosomes. Since we cannot change the set we have,

we are stuck with the differences that go along with being XX or XY.

This everyday interpretation of biology, however, is radically uninformed. Although chromosomal differences may be qualitative, none of the ensu-

ing differences are. Biology leaves us a lot of room to manoeuvre. Biology

is not necessarily destiny. In a way, it is odd that we should interpret sex differences as immutable,

when we do not accept biology as destiny in other aspects of human exis-

tence. For example, biology sets limits on the human life span, but we need not and do not for that reason accept a short average life span as

o~r fate. As a society, we put forth great efforts to understand the mecha- nisms of health and to cure disease and illness. We practice good hygiene,

we 11 westigate the roles of diet and exercise, we sterilize, we vaccinate, we

imx:ulate, we medi1:ate. Although we agree that no one can live forever,

wt· su1:1:essfully invest tremendous resources in trying to live longer. Our

su~·1:ess is evidence of the !ability and complexity of the processes that

underlie life and death and of humans’ ability to intervene in those

pro1:esses. I propose that we adopt the same attitude toward biological sex differ-

en1:es. Biologi1:al sex differences arise through the actions of sex hor-

mones operating in our physical and social environments. Like the

pro1:esses relevant to life and death, those relevant to sex differences are

intrirnte and susceptible to change. Biology sets limits, but we need not

for that reason accept the differences we see as immutable. We have good

evidence from cultural, situational, and temporal differences that the dif-

ferences arc not immutable. In this 1:hapter and chapter 5, I have applied my own interpretation to

the resear1:h findings on physical, behavioral, and cognitive differences,

highlighting some findings the researchers themselves did not and deem-

phasizing others. Many different points of view on these data exist: while

some people deny the existence or importance of a biological influence,

others refer all differences to biology. My own position is that biological

influcn1:es exist and are important, but are only part of the story.

Sex Hormones

When we talk about “biological” sex differences, we are talking about

the influence of the hormones responsible for differentiation of the sexes.

The sex chromosomes themselves (XX for females and XY for males) do

not have an automatic and rigid set of consequences. They do not act like

on-off switches. Nor are they, even, the immediate agents of sex differen-

tiation. They exercise their influence through the differing hormonal de-

velopments they set into motion. Those developments in turn have their ‘ ‘

effects within one or another context and are inherently variable. The

same thing is true of genetic effects in general (see discussion in Neisser

et al. 1996). So, although we cannot change our chromosomes, they are, in a sense, irrelevant.

Biology and Behavior 69

Mammals with XX chromosomes develop ovaries that secrete one set

of hormones; mammals with XY chromosomes develop testes that secrete

the same set of hormones but in different amounts. The action of those

hormones underlies further physical sex differentiation. The three main

types of sex hormones-androgens, estrogens, and progestins-occur in

both sexes; the sexes differ, sometimes dramatically, in the amount of each hormone they produce. For example, testosterone levels in college-

age males and females are very different. The male-to-female ratio has

been reported to be as high as ten to one, with no overlap between the two groups (Udry & Talbert 1988). Average testosterone-concentration

levels in saliva have been reported to be about three times as high in males

as in females, again with no overlap between the two groups (Gouchie & Kimura 1991 ). Within each sex, however, there is a considerable range of

secretions of each hormone.

Within-Sex Variability It is in the realm of behavior that the variable effects of sex hormones within each sex are clearest. The effects vary depending on the social-

psychological context they occur in, for nonhuman animals as well as humans (Buchanan et al. 1992; Collaer & Hines 1995). Hormonal ef- fects, in other words, are context-dependent. Even in rats, the effects of

sex hormones differ, depending on the sort of handling the animals re- ceive, the type and amount of stimulation provided by their environment,

and the kind of maternal care they receive. (See Collaer & Hines 1995, 1

for a summary of these and other effects of gonadal steroids.) Although we commonly speak of the environment modifying or moder-

ating or influencing hormonal effects on human behavior, I find that ter-

minology misleading. It suggests a primacy and a univocality for the action of sex hormones that do not exist. It would be similarly inappro- priate to label environmental effects on human behavior as primary, and speak of hormones as modifying or moderating those environmental

effects. Rather, hormonal and environmental effects act together-they coact-to jointly influence people’s and animals’ traits and behaviors

(Moore 1985). Within the realm of behavior, there is no such thing as a

pure hormonal effect, because there is no such thing as a zero or neutral

70 Chapter 4

environment. Equally, there is no such thing as a pure environmental ef­

fect, because there is no such thing as zero or neutral hormones. To under­

stand any behavior, it is necessary to understand the contribution of both

hormones and the environment. We can get a small idea of the complexity of the interactions between

sex hormones and the environment in adult humans by looking at how

time of year and level of circulating testosterone affects men’s ability to

rotate objects mentally (Kimura & Hampson 1994). In the fall, North American males have higher levels of testosterone than they have in the

spring; they also have lower scores on spatial rotation tests than they do in

the spring. As individuals, males who are below the average in circulating

testosterone also score higher on spatial rotation tests than those whose

levels are higher than average. Men’s cycles occur on a daily basis as well.

When testosterone levels are higher, in the morning, men perform more

poorly on tests of spatial rotation. (See Kimura 1996 for a summary of

this and other experiments involving hormonal effects.)

Males’ spatial rotation scores are linked to testosterone level in ways

that our gender schemas would not predict. Gender schemas represent

testosterone as contributing to masculinity and label certain kinds of

skills-like map reading and mental rotation-as masculine. But the data

show that, for mental rotation, having less testosterone is better than hav­ ing more-up to a point.

Being below the median is better than being above it, but for males

being very far below it is worse than being somewhat below. There ap­

pears to be a curvilinear relationship between testosterone level and

scores on mental rotation tests. Aging males, who have very low testoster­

one levels, have lower scores on tests of mental rotation than college-age

males whose scores are below the median (Kimura 1996). Women’s tes­ tosterone levels are very low.

The data on men’s variability show that our notions of people’s abilities

are oversimplified. It is obvious that the component of spatial ability that

is due to knowledge of spatial relations cannot fluctuate over a twenty­

four-hour period. Still, spatial ability undoubtedly involves more than

knowledge. It also requires registering the spatial properties of objects,

storing that information, and then mentally rearranging the objects to see

71 Biology and Behavior

what they would look like from different angles. Those processes appear

vulnerable to changes in testosterone level.2 Researchers do not know whether male-female differences in spatial abilities are due to underlying

differences in knowledge or to processing differences. There are at least some spatial tasks where males perform better than

females that seem unrelated to testosterone levels. For example, although male homosexuals and heterosexuals have comparable testosterone levels,

homosexuals generally perform the task of throwing a ball at a target less

well than heterosexuals do (Hall & Kimura 1995; Kimura 1996).3

Female scores on spatial-orientation tests fluctuate somewhat across

the menstrual cycle and show some individual variability. When estrogen

levels are very high, females score worse on some-but not all-tests of

spatial ability than they do when estrogen levels are moderate or low (Hampson 1990a, 1990b). For women, there is also some indication of a

curvilinear relation between estrogen and spatial skills, just as there is a

curvilinear relation between men’s testosterone levels and spatial perfor­

mance (Hampson 1990b). At the same time, female monthly fluctuations are considerably smaller

than male seasonal variations. The hormonal effects in women are rela­ tively small and do not show the other patterns we would expect to see

if estrogen level alone controlled behavior. For example, undergraduate

women who major in science score better on tests of spatial ability than do women who major in other fields. If estrogen level predicted spatial ability well, women in science would have estrogen levels different from

other women, but they do not (Hampson 1990b). Females’ levels of testosterone, however, are related to scores on at least

some tests of spatial ability, even though those levels are much lower than males’ levels. Females with above-average testosterone levels for females

score as well on spatial tests as males with below-average levels for males (Gouchie & Kimura 1991). That is so even though the testosterone levels of these women are only half as high as the male levels. A similarly low level in males would be associated with poor spatial performance. Per­

haps because of differences in brain structure, a very low testosterone

level in males-a level too low to mediate good spatial performance-is

adequate for females to attain good spatial performance.

72 Ch<1pter 4

The resean:h on hormonal influences on behavior thus contradicts any

notion we might have that sex chromosomes determine our destiny, or

that hormones act independently of the environment in which they are

embedded. Hormones are relevant influences on our traits and behaviors,

but their effects are labile. Evaluation of the effects of hormones on the

specific physical and behavioral traits discussed in the remainder of the

chapter confirms this general conclusion.

Variation in Trait Expression

We can illustrate the relations between biology and trait expression with

an example unrelated to sex differences. Although some hearts are intrin-

sically less efficient pumps than others, diet and exercise can increase their

efficiency, just as a poor diet and lack of exercise can decrease it. The

environment influences how well a heart does its work. For most traits,

biology establishes a continuum of values rather than a specific value. In

the case of hearts, biology establishes the usual range within which they

operate, rather than a specific efficiency value that holds for all hearts.

In the same way, some sex differences change in value from one situa-

tion to another, while others are relatively invariant over an individual’s

adult lifetime. Variability that occurs within an individual is variability

that can be altered.

Reproduction

Most people’s everyday experience is that there are two, clearly different

sexes. Male and female genitalia differ markedly. (Ambiguous genitalia

exist but are rare.) A concomitant functional difference is as marked as

the anatomical difference: females are capable of birth and lactation and males are not.<

Unlike other sex differences that we pay attention to, anatomical differ-

ences hold to the same degree across all cultures, across all situations, and

across time. Cognitive and behavioral sex differences, on the other hand,

exist along a continuum, with a great deal of overlap between the sexes

and a great deal of variability within each sex. Only in the reproductive

area are the differences qualitative. All other differences between the

73 Biology and Behavior

sexes are quantitative and inherently variable, though the type and size of

the variability differs from trait to trait. In all the physical and behavioral

characteristics we consider here, the variability within each sex is greater

than the (average) difference between the sexes.

Height In all cultures, males are on average taller than females-a difference that

has persisted for thousands of years. Nonetheless, even with height, some

types of variability do exist. Within each sex, some people are taller than others. Some females are taller than others and are also taller than some

males. The difference between the extreme heights within each sex is

larger than the difference in the average height between the sexes. Height also varies from individual to individual as a function of nutri-

tion-which is environmentally determined-and development. Among

children born in the same place at the same time, those who are well

nourished grow taller than those who are poorly nourished. In old people,

height decreases because of bone loss. Changes in the social environment, however, do not affect adult height.

People are not, for example, taller at work than they are at home. Even

here, though, perceptions of height can be manipulated: people may wear

shoes that increase their apparent height, or they may, by slouching, re-

duce it. Compared to other characteristics we consider later in the chap-

ter, however, individual height has only limited variability.

Voice Pitch Other physical sex differences show much more mutability within an indi-

vidual. Consider voice pitch. Like height, it has a underlying biological

basis: on average, males have larger and more muscular larynxes, and

larger and more resonant throats. The result is that, within any culture,

males’ voices tend to be deeper in pitch than females’. Unlike height, how-

ever, an individual’s adult voice pitch is not fixed. We all possess a fairly

~ide range of possible pitches. Pitch is responsive, for example, to emo-

tional stress. If the expression of a trait can vary within an individual from one mo-

ment to the next, it follows that all other types of variability can also

l,

1.

74 Chapter 4

exist. Again, voice pitch is a good example. The size of the sex difference

varies from culture to culture. In Italy, for instance, the difference is less

than it is in the United States (McConnell-Ginet 1983).

Unlike height, voice pitch could be, on average, almost the same in

males and females, because of the variability within an individual, and

because of the responsiveness of pitch to social and cultural factors. Fe­

males could speak nearer the lower end of their range and males nearer

the upper end. (British Prime Minister Thatcher reportedly profited from

lessons in lowering her voice pitch so that she would appear more author­

itative.) By the same token, the average difference in pitch between the

sexes would be extremely high if females spoke at the upper end of their

range and males spoke at the lower end of theirs. Thus, even for traits

with a clear underlying physiological connection, societies can “choose”

how extreme the behavioral differences will be. Traits whose expression

is inherently variable-like voice pitch-rather than more rigid-like

height-allow for the largest cultural and gender differences.

In essence, what matters in evaluating sex differences is not the existence

of a biological connection but the inherent variability in the expression

of a trait. Height and voice pitch both have a clear biological connection,

but adult height cannot be directly influenced by culture, whereas voice

pitch can. If a trait is inherently variable, like voice pitch, the expression of it is malleable. The variability makes it correspondingly difficult to as­

sess the influence of biology. For some sex differences, biology limits the range of a behavior; further, the midpoint of the range for one sex may

be higher or lower than the midpoint for the other sex. The differences in

the midpoints may or may not have practical significance, depending on

how great the range is for each sex. To assess the sources of sex differ­

ences we need to know both whether a given behavior has a direct biologi­ cal connection and, if it does, whether the proper analogy is to height or

to voice pitch. Yet we often do not know. For the traits that could be

relevant to professional achievement, voice pitch seems a better analogy,

because those traits are responsive to cultural, social, and psychological influences.

When I speak of influences, I am not suggesting that the environment

shapes or molds children or adults. Rather, people form nonconscious

75 Biology and Behavior

hypotheses based in part on the data they receive from the environment. Those hypotheses about sex differences-gender schemas-then guide

people’s behavior. When a trait is malleable, gender schemas can affect

its expression.

Behavioral Traits and Professional Achievement

None of the traits discussed so far have any direct connection to people’s

intellectual or professional abilities. Height and voice pitch have nothing to do with competence, even though we tend to think of competent people as tall and having a low voice. Other differences, however, have

more potential significance.

Activity Level Males are more active than females, a difference that appears to increase throughout childhood and into early adolescence (Eaton & Enns 1986).

6

Since few studies have examined activity differences after the age of fif- teen, we do not know whether the differences persist throughout the life span or begin to diminish at some point. Higher activity levels could indi- rectly cause more exploration and, even more indirectly, be related to

achievement. But that is speculation. The existence of infant sex differences in activity level has not gone

unquestioned. Relatively few studies have looked at infant sex differences; those that have found no differences in global activity level, although there is some suggestion that infant boys’ movements are more vigorous than girls’. One careful study comparing girl and boy babies at two and a half months and at five months found almost no differences either in activity level or in vigor of movement ( Cossette, Malcuit, & Pomerleau 1991). The few differences observed were small and could have been due

to chance. Even fewer studies have looked at prenatal activity levels, but one or

two have found differences. If the existence of in utero sex differences were confirmed, that would suggest very strongly that activity differences

are indeed hormonally initiated, as male and female fetuses receive no differential social stimulation (Eaton & Enns 1986). The fact that sex differences in activity increase as development proceeds is compatible

76 Chapter 4

with two possibilities: (1) that high activity is encouraged in boys and

Jisrnuraged in girls; or (2) that activity levels mature and follow different

paths of biological development in boys and girls. One indication that differences in activity level are initiated by hor-

monal differences comes from data on children who experienced overly

high levels of androgens in utero. In a relatively rare genetic disorder (oc-

curring approximately once in every ten thousand births), an enzyme de-

ficiency leads to overproduction of androgens by the fetus’s adrenal

glands. The disorder, commonly called congenital adrenal hyperplasia

(CAH), is usually visible in chromosomal females soon after birth, be-

cause the genitals are masculinized. As newborns, the girls typically re-

ceive genital surgery and hormonal treatment to counteract further effects

of the androgens. Both boys and girls with CAH have very high levels of

circulating androgens. Detection at birth is more difficult in boys, and

solid data on the effects on boys are not available.

Most studies have found that girls with CAH have higher activity levels

than normal girls, levels that are similar to those of normal boys (see dis-

cussion in Collaer & Hines 1995). Rough-and-tumble play, which is much more characteristic of boys than of girls, is also frequent in girls

with CAH. A study comparing three- to eight-year-old girls with and

without CAH found that the girls with CAH spent more time playing

with toys associated with males, such as vehicles and construction

toys, than the others did (Berenbaum & Hines 1992). A study of older children produced similar results (Berenbaum & Snyder 1995). The girls with CAH spent the same amount of time with masculine toys as boys

without CAH did. Toys typically associated with boys may lend them-

selves to high-activity play more easily than do toys typically associated with girls.

To summarize, activity level seems like a good candidate for a hormonally

influenced sex difference. Data both from boys and girls with normal pre-

natal hormonal development and from girls who experience excess an-

drogens in utero suggest hormonal involvement. But interactions with social-psychological factors cannot be ignored. We know that parents

treat boys and girls differently; parents of girls with CAH may be more

F

Biology and Behavior 77

tolerant of active play than the parents of girls with no history of atypical

hormonal production (see also chapter 5, n. 8).

There is no evidence that a high activity level or rough-and-tumble play

is either necessary or sufficient for later achievement. If either were im- portant, changes in the child’s social environment could increase girls’

participation.

Aggression Another candidate for an intrinsic sex difference in behavior is hostile

physical aggression-defined as touching another person with the inten-

tion of inflicting harm, with or without the desire to obtain some goal.

There is a higher incidence of such hostility in boys, although the sex

differences appear to develop later-around the age of three-than dif- ferences in activity level (see review in Berk 1994).

Sex differences in aggression increase throughout adolescence, then di-

minish, apparently because society looks less and less favorably upon

physical aggression as children become adults. Overall, studies reliably

show males to be more physically aggressive than females, with little or no difference from one generation to the next (Eagly & Steffen 1986; Knight, Fabes, & Higgins 1996). Cultures vary in how often people ex- press hostile physical aggression, but there is usually a sex difference, with

males being more active and aggressive. Females of one culture may well be more physically active or aggressive than the males of another culture,

but they are likely to be less physically aggressive than males of their own culture. Even that difference, however, is not universal, as Mead demon- strated (1935).

Although males are usually more aggressive than females, the actual level of individual aggression is inherently highly variable. As with other

characteristics, the range of aggression within each sex is larger than the average difference between the sexes. Interestingly, boys seem less prone

to aggression if they have had experience looking after younger children (see Maccoby & Jacklin 1980; Tieger 1980). Hostile behavior can appar- ently be reduced by practicing nurturant behavior.

Most girls in most cultures either have actual child care experience, or the surrogate experience of playing with dolls. Unlike boys, girls may thus

hr Jiwrtnl from aggrrssion throughout their childhood. If more boys \\’t”rt’ giwn thr opportunity to take care of young children, reduced ag-

grc~s1on might rrsult. Again, thrrr is no evidence that a tendency to physical aggression is

cithrr nrcrssary or sufficient for later achievement. I emphasize physical

aggrt·ss1011 hrcause that is where sex differences are most marked. Aggres-

siw thoughts anJ words, on the other hand, are more equally shared be-

twt·rn the sexes. StuJirs of white college-age males from the North or South of the

UnitrJ States Jemunstrate that a tendency to aggressive solutions is in-

tluenceJ by an individual’s subculture. In a series of experiments, re-

st·archers arranged for the young men to be mildly insulted by a peer

(Cohen, Nisbett, Bowdle, & Schwarz 1996). After the insult, the students participated in various tasks designed to measure their aggression. North-

rrners and southerners responded differently in those follow-up tasks. In

one task, the students were asked to complete a story in which a male

studrnt’s girlfriend complained to him that a male acquaintance had tried

to kiss her. Southerners who had been insulted completed the story more

aggressively than northerners who had been insulted, as well as more ag-

gressively than southerners or northerners who had not been insulted.

The researchers concluded that, for southern males, aggression and no-

tions of “honor” are interwoven: southerners may be easier to offend

than northerners and may also respond more aggressively to a perceived

offense (Cohen ct al. 1996). (Naturalistic data also indicate that white

southern males arc more likely to be violent in certain settings than their

northern counterparts (Cohen et al.)) For our purposes, the important

aspect of the experiment is its evidence that aggression is not just culturc- bound, but subculture-bound.

Aggression also varies from situation to situation (Eagly & Steffen 1986 ). A review of sixty-four experimental studies of aggression demon-

strates that, depending on the type of provocation to aggression, men may

be either more or less aggressive than women (Bettencourt & Miller 1996 ). Men, for example, react more aggressively than women do when

their intelligence is insulted. Women, however, react somewhat more ag- gressively than men to other types of insults.

79 Biology and Behavior

The wide variability in the expression of aggression in each sex, and

the concomitant variability in the presence and extent of sex differences

in aggression, indicate that cultures and subcultures play a major role in

determining people’s reactions to frustration or provocation. As it does

with voice pitch, the variability suggests that there is great flexibility in the

amount of aggression males and females express. No particular amount is

natural or inevitable for either sex. Males may exhibit very little aggres-

sion or a great deal; females exhibit a similar range of behavior. Given that inherent variability, I interpret the pervasiveness of a sex

difference across cultures as an indication that the social arrangements of

many cultures have something in common, something that is conducive

to the development of similar gender schemas that set sex differences in

place and maintain them. Such an interpretation does not rule out a con-

tribution from sex hormones but, rather, suggests that the hormonal con-

tribution neither dominates nor effaces the environmental influences.

Putting together the data on activity-especially rough-and-tumble

play-and on aggression, we can see how they might be related. A high

activity level may be suppressed or encouraged, directed toward objects

or toward people, intended to help others or to hurt them (see discussion

in Parsons 1982). Hostile aggression is not a necessary outcome of high

activity. Girls with CAH are not more aggressive in their behavior than

other girls, even though their activity levels and liking for rough-and-

tumble play are greater. Although girls with CAH do score somewhat

higher on questionnaires asking about aggressive tendencies, they do not

act out those tendencies (see summary in Collaer & Hines 1995). Nonetheless, high activity level may be a predisposing factor to aggres-

sion. If combined with anger and lack of cultural prohibitions against the expression of anger, high activity can result in hostile aggression. Anger

may be a natural human emotion but there is no natural way to handle . ‘ it. As the North-South differences suggest, an individual’s response is af-

fected by beliefs about what is appropriate. That hormones predispose but do not determine aggression is also ap-

parent from changes that occur during puberty, when boys’ testosterone t levels increase greatly. Although the hormone increases in all boys, moS

_l___

1

80 Chapter 4

boys in most situations do not become more aggressive (Buchanan et al.

1992). Boys with higher levels of testosterone do seem to display more

physical aggression if they feel threatened or perceive a situation as unfair.

And boys who had behavior problems before puberty may have those

problems exacerbated by an increase in testosterone. Otherwise, however,

most boys do not show more aggression as a consequence of higher levels

of testosterone. To summarize, sex differences in aggression may be

linked to hormonal differences, but even physical aggression is strongly

influenced by social and psychological factors.

The Significance of Sex Differences

Physical and behavioral sex differences exist. Those differences include

reproductive role, height, voice pitch, activity level, and aggression. All

are affected to some degree by sex hormones, but in most cases we know

neither the extent nor exact nature of the influence.

To some degree, however, the presence of a hormonal influence on

behavior is irrelevant. Except for reproduction, sex differences are not

qualitative but average, quantitative differences. The variability in the ex­

pression of a trait both within an individual and across individuals dem­

onstrates the importance of the social environment. The variability tells

us that hormones and the social environment act together to produce be­

havior. We need not change people’s hormones to change their behavior; changing the social environment has clear effects

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CHCECE023
Analyse information to inform learning
Assessment Tasks
(Learner Copy)
Student Name
Unit Date Started
Unit Date Submitted
Trainer/Assessor Name and Signature
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Student Name
Unit Submission Date
Unit Submission Date (2nd)
Unit Submission Date (3rd)
Assessor Feedback

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TERMS AND CONDITIONS
Submitting your evidence portfolio
You are recommended to seek the advice of your assessor when putting together your evidence portfolio in order to confirm that you have provided sufficient evidence of competency.
You should note that your evidence portfolio must be retained by the Registered Training Organisation for audit purposes and will not be returned to you. If you wish to keep any evidence, you should make a copy prior to submission for assessment. You are advised to make sure you clearly label each answer and task and complete all sections of each assessment.
If possible, you should also submit copies of any workplace documents that may be relevant to this unit of competency. In this case you will need to gain approval to provide the copies from your employer.
Ownership and plagiarism
You are advised by accepting these terms and conditions you have declared the evidence that you submit is your own work or the result of your own research. By signing the declaration below you acknowledge your assessment is your own and contains no material written by another person except where due reference is made.
Note that if you quote any source in your evidence, you must provide a reference to the source in order to ensure that you do not breach Copyright legislation. You need to be aware that a false declaration may lead to the withdrawal of a qualification.
Re-submission of your evidence portfolio
If your evidence meets the requirements of the unit of competency you will be assessed as Competent (C) in this unit. If your evidence does not meet the requirements of the unit of competency you will be assessed as Not Yet Competent (NYC). If you are assessed NYC, it is important to discuss your re-submission with your assessor as you will be given two opportunities only to revise and re-submit your evidence portfolio.
Declaration by Learner
I confirm that the evidence that I have presented is my own work and/or the result of my own research. It contains no material written by another person except where I have stated the source. I am aware that a false declaration may lead to withdrawal of a qualification.

LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE

Elements and Performance Criteria
ELEMENT PERFORMANCE CRITERIA
Elements define the essential outcomes. Performance criteria specify the level of performance needed to demonstrate achievement of the element.

  1. Gather and document information about children 1.1 Undertake observations and gather detailed information about children’s learning, using a wide range of approaches
    1.2 Ensure the assessment methods and tools used to gather information consider assessment principles
    1.3 Gather information and observations over time and in a variety of spaces
    1.4 Include the voices of educators, children, peers, families and other professionals where appropriate
    1.5 Demonstrate inclusive assessment practices
  2. Monitor children’s learning and development 2.1 Use information and observations to analyse and monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes
    2.2 Identify children who may need additional support in order to achieve particular learning outcomes
    2.3 Use summative assessment to reflect on children’s learning over a period of time
    2.4 Collaborate with families and colleagues to support children’s learning
    2.5 Develop a process to ensure that information and observations are gathered and used to inform planning for all children
  3. Use evidence to inform practice 3.1 Use evidence to plan for children to learn through play, intentional teaching, modelling and the learning environment
    3.2 Reflect on and improve own practices using evidence gathered
  4. Share information appropriately 4.1 Implement strategies to ensure that children’s documentation can be shared with families
    4.2 Follow confidentiality practices to ensure information is shared appropriately
    Recognition of Prior Learning (if applicable)
    RPL Evidence Guide
    Students who require RPL or accelerated progression must produce verifiable documentary evidence of their competence in the following competency standards:
    CHCECE023 Analyse information to inform learning
    Student’s name
    Assessor’s name
    Date enrolled
    Please see your assessor for an RPL kit, to be completed and presented to your assessor with required evidence. An appointment will then be set for a competency conversation. Your assessor will explain all evidence requirements for this unit of competency.
    Suggested evidence
    ? Letter from current/previous employer
    ? Answers to written questions
    ? Answer to oral questions
    ? Practical demonstration
    Action
    Assessment plan agreed
    Student handbook supplied
    Support materials provided
    Invoice supplied
    Language / Literacy / Numeracy needs discussed
    Special/particular needs discussed
    Appeals process explained
    Overview on assessment procedure explained
    Pre-evaluation of job conducted
    Copy of evidence provided
    RPL Evidence Guide
    Additional requirements
    Student’s signature
    Date
    Assessor’s signature Date
    Learning checkpoint 1
    Gathering and documenting information about children
    Observe three children and collect specific information about their background and learning. Select children from different age groups if possible. Prepare a file for each child. You will add to these files in the learning checkpoints for each topic in this learner guide.
    Maintain confidentiality at all times.
    The parents of the children will need to be willing to give you feedback as you progress through the checkpoints.
    Question 1
    Provide information about parental permissions. Include:
    • a copy of the policy that details how permission is granted for collecting records of children’s learning and behaviour
    • a blank copy of the document that parents sign to give permission for educators to collect records of children’s learning and behaviour.
    Question 2
    Develop a simple form that gathers signed permission for you to gather and record information about the three children. The form should include:
    • your name
    • why you want the information
    • how you will use the information
    • where the information will be stored
    • how the parents will be involved in the process
    • whether the parent allows you to include photographs of their child in your records
    • whether the parent agrees that you can share the information with your trainer/assessor
    • how you will maintain confidentiality.
    Question 3
    Create a profile for each child that includes:
    • family background
    • interests and play preferences
    • strengths
    • relationships
    • developmental level.
    You should collect information from:
    • the family
    • other people close to the child
    • the child
    • other children
    • educators
    • relevant professionals/specialists (if appropriate).
    Question 4
    Create observation records for each child over a period of time and in a variety of spaces. Identify their progress toward the five EYLF/MTOP outcomes by focusing on:
    • the child’s sense of identity
    • the child’s connection to their world
    • the child’s sense of wellbeing
    • the child as a confident and involved learner
    • the child as an effective communicator.
    Use at least four of the following methods to gather and record information:
    • Secondary sources such as discussions with others, communication books, incident reports and samples of work
    • Jottings
    • Anecdotal information
    • Time samples and running records
    • Questioning
    • Event samples and checklists
    • Sociograms
    • Webs
    • Learning stories
    • ICT
    Question 5
    Provide a short summative assessment of each child. Include the voice of others in the assessment.
    Question 6
    For each child, describe how you have collected information over enough time and in a number of spaces to give you an accurate view of the child.
    Question 7
    For each child, describe how your assessments are valid, representative, significant and relevant.
    Question 8
    For each child, describe how you used inclusive assessment practices.
    Learning Checkpoint One
    Learner
    name Student Number
    Unit CHCECE023 Analyse information to inform learning
    Assessor name
    Learner Assessment Declaration (tick the relevant box)
    The purpose and outcomes of the assessment have been explained to me Yes ? No ?
    I have received information about the unit of competency Yes ? No ?
    I understand the type of evidence to be collected Yes ? No ?
    The appeals system has been explained to me Yes ? No ?
    I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
    Learner signature Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date

Learning checkpoint 2
Monitoring children’s learning and development
Part A
Complete the following tasks to continue to develop the files for the three children you observed in Learning checkpoint 1.
Question 1
For each child, use a format of your choice to complete a summative assessment that links to the EYLF/MTOP outcomes and represents each child’s:
• strengths
• interests and play preferences
• relationships
• learning
• need for additional support to meet an EYLF/MTOP outcome.
Question 2
Share your summative assessments with a colleague and/or the children’s parents. Ask for their feedback on your summative assessment and see if there is any further information you can gather from them. Record this feedback.
Part B
Read the case study, then answer the questions that follow.
Case study
Linda is a Diploma-qualified educator working in a room with 27 children and two other educators. The children are aged between four and five years old and are from a range of backgrounds. They all speak and understand English well. The children usually attend the service between 9.00 am and 3.00 pm.
Question 1
Develop a process that Linda could use to ensure that each child is observed and suitable information is gathered to make the curriculum responsive and inclusive.
Question 2
What should Linda do if the assessment of information from this process indicates a child needs additional support to achieve a learning outcome?
Learning Checkpoint Two
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date

Learning checkpoint 3
Using evidence to inform practice
Part A
For each of the three children you have been collecting information for, use your formative and summative assessments to develop plans of two experiences for each child. For each child, include:
• an intentional teaching experience
• a planned ‘learning through play’ experience.
For each experience, your plan should describe:
• which type of experience it is (intentional or learning through play)
• what the planned experience is
• how you will set up the environment to encourage participation and learning
• how you will ensure the children are comfortable by creating a safe and non-threatening space
• an EYLF/MTOP outcome
• a goal
• an objective
• modelling that is planned
• the materials and resources needed.
You can follow a service’s template or use a table similar to the following.
Experience plan
Child:
Name:
Age:
Intentional teaching or planned learning through play experience?
Description of the experience
Environment set-up
EYLF/MTOP Outcome
Goal
Objective
Modelling
Resources and materials
Part B
Question 1
Use three methods to critically reflect on and improve your practice. Briefly describe:
• the methods you used
• what you found out
• how you plan to improve your performance.
Question 2
Provide an example of a situation you have reflected on where you believe you could have reacted better. Answer the following questions to reflect on the situation.
• What happened?
• Why did it happen?
• How did it happen?
• How do you feel about it?
• What have you learnt from this?
• What is the significance of this?
• What will you do next?
• How will this alter your future actions and values?

Learning Checkpoint Three
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date
Learning checkpoint 4
Sharing information with families appropriately
Part A
Use appropriate strategies to share documentation of your choice with a family.
a. Explain the type of documentation you shared.
b. Explain the strategy you used to communicate the information in the documentation.
c. Explain why you shared this particular documentation.
d. Explain how you ensured privacy (when appropriate) for the parents when sharing the information in the documentation.
Part B
Question 1
Describe three methods for ensuring that information shared with families is kept private.
Question 2
Explain why it is essential to follow confidentiality practices when sharing information.
Question 3
Give two reasons why documentation about a child’s program and progress must be made available to their family.
Learning Checkpoint Four
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date

Final assessment
CHCECE023 Analyse information to inform learning
Your trainer or assessor may require you to complete this assessment activity and will provide you with instructions as to how to present your responses. They may provide alternative or additional assessment activities depending on the circumstances of your training program.
The following table maps this final assessment activity against the elements and performance criteria of CHCECE023 Analyse information to inform learning.
Part Element Performance criteria
A 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 4.1, 4.2
B 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 4.1, 4.2
C 3 3.2, 3.3
Detailed mapping of this learner guide against the methods of assessment, the elements, the performance criteria and performance and knowledge evidence is available in the Aspire Trainer’s and assessor’s guide for this unit.
Purpose
The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the whole unit CHCECE023 Analyse information to inform learning.
Requirements
To complete this assessment activity, you need:
• access to a children’s services environment
• access to the service’s standards, policies and procedures
• access to the National Quality Framework and Early Years Learning Framework
• to be observed demonstrating performance as outlined in Part A
• to complete the tasks outlined in Part B and Part C and submit responses as directed by your trainer/assessor/training organisation
• to ensure you maintain confidentiality as required.

Part A
Your trainer needs to see demonstrated evidence of your performance in the following areas. Observations may take place in your workplace or in a simulated environment. Your trainer/assessor/training organisation will provide guidance as to how these observations will take place.
Demonstration of your performance as outlined in Part A can be undertaken in conjunction with Part B.
Performance evidence Example
Demonstrate how you collected and documented observations of at least three different children, including:
children’s behaviour and learning Show your trainer/assessor how you:
observed the children and kept notes of their behaviour
read enrolment records to identify their behaviour at home and their developmental abilities
read incident and specialist reports to identify behaviour issues.
children’s play preferences Show your trainer/assessor:
an assessment record you have completed that demonstrates you are aware of a child’s interests
how you discussed what type of play the children enjoyed at home.
strengths, interests and relationships. Show your trainer/assessor:
samples of children’s work that helped you identify their interests and developmental strengths
notes you kept about a child’s relationships following discussion with parents and other educators
how you have planned an experience that responds to a child’s strengths.
Demonstrate how you applied information to educational practice, including:
sharing information with families, educators, children, experts and specialists Show your trainer/assessor how you:
arranged meetings and used pick-up and drop-off times to share information about a child with their family
discussed a child’s progress with other educators at team meetings
collaborated with specialists to provide a comprehensive view of a child.
collaborating with families to plan for children’s individual needs Show your trainer/assessor:
how you arranged meetings and informal discussions with families to ensure they were involved in contributing ideas to plan an appropriate experience for their child
shared the child’s program with parents at a one-on-one meeting.
using information gathered to inform planning. Show your trainer/assessor how you:
used the information about a family’s circumstances, culture and interests and their child’s skills, relationships, interests and needs to plan a responsive and appropriate plan of activities and experiences for the child
planned an experience that responded to the child’s strengths and developmental stage.
Part B
You are to collect information about one more child of any age and plan responsive learning experiences for these children to demonstrate that you can:
• collect information about children from a range of sources and over a period of time to help you plan for children
• analyse and assess the information you gather
• use the evidence gathered and analysed to plan appropriate activities
• collaborate and share information with families.
Use a different child of any age from those you may have used for assessments in chapters 1, 2, 3 and 4.
Complete the following tasks.

  1. Use a confidential portfolio assessment method (see section 1B) to collate the records you collect about the child. This confidential child portfolio allows your trainer/assessor to see how you analyse information to inform learning.
    Prepare a portfolio for the child.
    Include forms for at least three recording method formats you will use (such as learning stories, anecdotal records, checklists, jottings and event samples). Each format must include space for:
    • the observation record
    • parents and other educators to provide additional information
    • a formative assessment linked to the EYLF learning outcomes.
    Ask your supervisor or educational leader to approve the child portfolio and the methods you will use to collect information before you present them to parents.
    Before observing and collecting information about each child, speak with their parents. Explain your plans and show them the child portfolio assessment you have begun to prepare (the method you will use to document their child’s development). Explain how you would like them to participate in their child’s assessment.
    Check your service policies about how parents give approval for their child to be observed and their learning and development recorded and photographed, then develop a word-processed parent permission form to be used specifically for this assessment task. Have your supervisor check this form to ensure it is professional and contains appropriate information, including:
    • your name
    • the role you are playing in the service (educator, student, volunteer)
    • why you are collecting the information
    • how you will be using the information
    • how the parents will be involved in the process
    • whether the parent allows you to include photographs of their child in your records.
    • whether the parent agrees that you can share the information with other educators and your trainer/assessor
    • how you will maintain their confidentiality by following service policies and procedures, responding to the ECA Code of Ethics, and by storing and using the records.
    Request that the parents sign the permission form. You must have their signature before you start observing the child. Add the signed permission form to the child’s confidential portfolio.
    Gather, document and analyse information about the child who you are working with, adding each piece of information to the child’s confidential portfolio. Ensure each item added is clearly dated and named. Use a range of recording types (for example, enrolment forms, learning stories, anecdotal records, event samples) including the templates you prepared in question 1.
    Ensure the information:
    • spans a reasonable period of time and is collected in different spaces
    • provides relevant and significant background information about the child
    • identifies and describes the child’s learning, strengths, interests, relationships, play preferences and behaviour
    • monitors at least one developmental aspect (for example, physical milestones)
    • includes the voice of a specialist or other professional (if applicable)
    • includes the voice of the child, the parents and other educators
    • addresses assessment principles (valid, representative, significant, relevant, inclusive)
    • includes each of the five EYLF Outcomes.
    Analyse each record you gather in an unbiased and methodical manner so it represents a true and accurate picture of the child.
    You may wish to use a checklist similar to the following to check off the information you have gathered about each child.
    Information required for portfolio Child 1
    Background information:
    name
    age
    how often the child attends the service
    cultural and lifestyle influences
    dietary or other restrictions or preferences
    health issues
    specialist or other intervention
    Learning
    Strengths
    Interests
    Relationships
    Play preferences
    Behaviour
    Developmental monitoring
    Additional information from specialists and/or other professionals (if applicable)
    Additional information from the child
    Additional information from other educators
    Additional information from the family
    Enough information over time and in a variety of spaces to ensure each assessment will be valid, significant, representative, relevant and inclusive
    Each of the EYLF Outcomes must be represented in the information you have gathered, recorded and analysed. ? Outcome 1
    ? Outcome 2
    ? Outcome 3
    ? Outcome 4
    ? Outcome 5
    Develop a summative assessment based on the child’s progress toward the relevant Outcomes of the EYLF. Address your summative assessment to specific Outcomes as appropriate.
    Present your child portfolio, including the summative assessment, to your supervisor or the educator responsible for the three children. Ask them to add their comments to the summative assessment you prepared for the child’s portfolio.
    Use the three summative assessments to plan appropriate learning environments, activities and experiences for the child. The experiences you plan must meet the following six criteria.
    Experience criteria (for each child) Minimum number of experiences required
    Experiences that include specific EYLF Outcomes from each of the five main EYLF Outcomes Five
    An intentional teaching opportunity Three
    An experience that responds to child’s strengths Three
    An experience that responds to the child’s interests Three
    An experience that responds to the child’s relations Three
    An experience that supports learning through play Three
    For each experience, include:
    • the name of the experience
    • who the experience is provided for
    • how many children will be involved
    • the specific EYLF Outcome the experience relates to
    • a goal and/or objective
    • a description of the experience
    • the materials and resources you will use
    • how you will set up the learning environment
    • how you will use modelling during the experience to support learning
    • how you might provide additional support to a child.
    Present your completed confidential child portfolio to your supervisor or the educator responsible for the child. Ask for their feedback and alter the child portfolio as required to meet service policies and procedures and to demonstrate inclusive practice.
    Show the completed confidential child portfolio to the parents of the child. Demonstrate how the portfolio has developed and note their comments.
    Part C
    Reflect on your practice and suggest improvements.
  2. Think about how you performed as you worked through Part A and Part B, and where and how you can make improvements to your work practices.
    Complete a table similar to the following. Make sure you address all the areas in the table.
    Area Self-assessment Improvements
    Observed and collected information
    Collaborated and shared information with parents and others
    Used the information to plan appropriate activities
    Set up a safe and responsive learning environment
    Used spontaneous play as learning experiences
    Maintained confidentiality and privacy
    Identified and applied relevant sections of the NQF
    Ask an educational leader, your supervisor or another educator to give you feedback on your performance; in particular, how you can improve your skills, knowledge and professional practice. Provide a record of their response.
    Access the NQS and locate Quality Area 6, Collaborative partnerships with families and communities. Provide examples of how you meet the Standard and Elements when you share information with families.

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Relationship between poverty and children’s social and emotional development

For the second part of the journal assignment, you will review the following case study, which examines the relationship between poverty and children’s social and emotional development.

Case Study – https://kapextmediassl-a.akamaihd.net/gradEd/ED533/ED533_1303D/U4_CaseStudy/ED533_U4_CaseStudy/index.html

Then you will address the following questions in one-page, using at least one resource in addition to your textbook to support your reflection.

Poverty is an issue that more and more of our nation’s children are facing. The price that children of poverty must pay is unbelievably high. Each year, increasing numbers of children are entering schools with needs resulting from circumstances, such as poverty, that schools are not prepared to meet. In reflecting on the video, think about why poverty might influence the social, emotional, and behavioral outcomes of Latrice Wright’s children. As a result, how does poverty influence your teaching? What are three details that stood out to you and why? How would you plan to address these details?

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Young children and teens tend to be “picky eaters

FORUM DESCRIPTION

Young children and teens tend to be “picky eaters.”  This may lead to an imbalanced diet, poor intake of vitamins and minerals, and an increased risk of nutrient deficiencies.  In this discussion you will gather and share ideas to help with this problem.  Your first post should include the following three points.

1) Choose to discuss either toddlers/children OR ‘tweens’/teens.  Briefly discuss the reason for your selection.

2) Using the HON website from Unit 1, research to find a reliable source for specific tips and strategies on how to encourage children to eat a well balanced diet. Include the web link to the specific article.

3) Using your research, describe at least one idea which might be used to support with eating/feeding challenges of children.  Do you think the idea will work?  Why or why not?  Have you tried any of the ideas with your family or seen others use the suggestions?  Discuss.

Responses that are copied and pasted from the Internet will not receive credit.  You will need to post your initial work before you can view the work of others

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