Child Development Study Guide PDF

this is the study guide provided by my teacher, help me study for the test: Domains, Stages, and Issues in Child Development Child development involves three major domains: physical, cognitive, and socio-emotional. Physical development includes issues such as genetics, prenatal growth and birth pr...

this is the study guide provided by my teacher, help me study for the test: Domains, Stages, and Issues in Child Development Child development involves three major domains: physical, cognitive, and socio-emotional. Physical development includes issues such as genetics, prenatal growth and birth process, body and brain changes and the acquisition of motor skills, as well as behaviors that promote or impede health. Cognitive development entails the changes in concepts, language, memory, and reasoning that are cultivated as children interact with their surrounding environments (e.g., family, schools, communities). Finally, socio-emotional development involves the changes in aspects such as emotions, self-concepts, motivation, social relationships, moral reasoning, and behavior. These three domains are closely intertwined, and that's why as (future) professionals working with children and adolescents, we should pay attention to all of these factors. 9/15/24, 8:14 PM Week 1 Learning Guide https://www.bookwidgets.com/play/aV\_Q-55t-iQAEMmOO5gAAA/4FTL64R/week-1-learning?teacher\_id=6456261021794304\#currentTab=1&section1... 2/7 Key issues in child development include the interplay of nature and nurture, the balance of universality and diversity in developmental changes, and the distinction between qualitative and quantitative changes. Nature and nurture have both separate and combined effects in the development of children. Their effects may vary for different areas of development. It\'s important to remember that the interaction between genes and environment (G x E) is bidirectional: children\'s inherited traits can make them more or less responsive to certain environmental influences, and some genes only show effects in specific environments. Additionally, children\'s actions also shape their environment. The issue of universality and diversity teaches us that developmental changes, like basic motor skills and language proficiency, happen in almost everyone. However, there are also individual differences, such as genetic variations, upbringing in different historical periods, and family relationships. Understanding both the commonalities and the differences will help you address everyone\'s needs effectively. The third major issue in developmental research is the distinction between qualitative and quantitative changes. Qualitative changes involve a significant shift in the essence or underlying structure of a characteristic. For example, when a child learns to run instead of just walking, or starts forming two-word sentences instead of using single words, these are examples of qualitative changes. Quantitative changes, on the other hand, are gradual progressions with many small additions and modifications. An example of a quantitative change is when children grow taller, a measurable development. Throughout the course, you will see that many of the theories we discuss are \"stage theories,\" which describe distinct periods of development, each characterized by specific behaviors or ways of thinking. ▶️ Watch the video entitled "Nature vs Nurture: Behaviorism or Genetics?" Nature vs Nurture: Behaviorism or Genetics? In this video, the distinction between nature and nurture and how they influence our development is very clearly made, with examples to illustrate. As you watch the video: List 3 traits that are very typical for yourself. They can be obvious ones, like your height, or less visible ones, like your sense of humor. Take a guess where they come from: nature? Your genes - passed on by your parents and their parents? Or nurture - education, and random or environmental factors? 9/15/24, 8:14 PM Week 1 Learning Guide https://www.bookwidgets.com/play/aV\_Q-55t-iQAEMmOO5gAAA/4FTL64R/week-1-learning?teacher\_id=6456261021794304\#currentTab=1&section1... 3/7 Try to look if you find a research study that looks at the heritability for these traits for your specific population. What does it tell you? 📖 Exercise 1: Examine Your Beliefs about Development Instructions: The following pairs of statements represent basic issues in the study of development. Indicate the statement that most closely reflects your beliefs about development by placing a checkmark (✔) next to that particular statement. Then specify which of the basic issues of development: nature and nurture, qualitative and quantitative change, and universality and diversity is being dealt with in each statement. 1a. If a child is shy, the child's mother and/or father is most likely shy, too. 1b. If a child is shy, is most likely the case that something traumatic happened to that child. 2a. Most developmental characteristics are shared by virtually all human beings. 2b. Most developmental characteristics differ from one individual to another. 3a. Developmental change consists of dramatic transformations that reflect considerable reorganization or modification of functioning. 3b. Developmental change consists of a series of minor, trend-like modifications. 4a. The time at which an individual enters puberty is largely dependent upon genetic 4b. The time at which an individual enters puberty is largely dependent upon environmental influences and that individual's life experiences. 5a. Children gradually come to understand how other people's minds work. 5b. Children progress through a series of stages to understand how other people's minds work. 6a. Human beings differ in their need to affiliate with others. 6b. All human beings have the same level of need to affiliate with others. See suggested answers to this exercise in the last tab - Suggested Answers. Developmental periods are categorized as infancy, early childhood, middle childhood, early adolescence, and late adolescence, each with unique characteristics and challenges. Infancy (birth to 2 years): Newborns are completely dependent, but they have various skills to get comfort and stimulation. Early childhood (2-6 years): This period is a time for creativity and fantasy. Middle childhood (6-10 years): Children continue to play but also start learning from formal instruction. Early adolescence (10-14 years): For children, this is a dramatic period of transition both physically and in interpersonal connections. Late adolescence (14-18 years): During this period, children have a strong desire to make their own decisions, but still require support in navigating mixed messages. 🤔💭 Which period would you most want to learn about? Why? 9/15/24, 8:14 PM Week 1 Learning Guide https://www.bookwidgets.com/play/aV\_Q-55t-iQAEMmOO5gAAA/4FTL64R/week-1-learning?teacher\_id=6456261021794304\#currentTab=1&section1... 4/7 3. Overview of Developmental Theories Major theories of child development include: biological theories, behaviorist and social learning theories, psychodynamic theories, cognitivedevelopmental theories, cognitive process theories, sociocultural theories, and developmental systems theory. 📖 Exercise 2 Instructions: As you read the section about developmental theories in Chapter 1 (pp. 16-25), I suggest you try to note down the following information: What is each theoretical perspective mainly about? Who are some major proponents? Any practical applications or considerations? Then, compare your notes with the summary in the attached file below. It should give you an idea of the essence of each theoretical perspective and see how they fundamentally differ from one another. Note that there's no such a thing as a "perfect" theory. 😊 They only represent the different ways that child development is viewed. Don't feel overwhelmed at this moment! We'll get to know about these theories in more depth later during the course. Exercise 1 1. a. nature b. nurture 2. a. universality b. diversity 3. a. qualitative change b. quantitative change 4. a. nature. b. nurture 5. a. quantitative b. qualitative 6. a. diversity b. universality. This week, we will focus on research methods in child development, aligning with Chapter 2 in the textbook. At some points in this course, you will read scholarly articles that involve research studies. This topic will be useful as it helps you understand how each research method is used for a certain type of research question that researchers ask to explore child developmental phenomena. You'll understand the strengths and drawbacks of each method, and hopefully, studying them will give you some inspiration for your future class projects. Another topic we'll be covering is APA formatting. As many of you may know, APA is a widely used citation style in human sciences. It\'s important to note that ALL major assignments in this course will require you to adhere to the APA style. To help you master this formatting style, I\'ve included a very concise PowerPoint summarizing its core points. There are accompanying videos providing guidance on the topic, and a practice quiz to help you become familiar with APA formatting. Let\'s get started! Major methods in developmental research include: naturalistic observation, longitudinal research, cross-sectional research, correlational research, and experimental research. ▶️ Watch Mini-Lecture 2. Compare your notes with the table below, which summarizes the key features of each research method, along with its strengths and limitations: 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 1/8 Mini Lecture 2 Research Methods Strengths Limitations Naturalistic observation: observing behavior in its natural setting. Example: Watching children play in a park to study social interactions and playground behavior without intervening. Allows researchers to study behaviors as they naturally occur without manipulation. Enables the observation of a wide variety of behaviors in real-world settings. Can be time-consuming and require a lot of resources. Research findings can be influenced by the researcher\'s personal biases. Longitudinal research: studies in which the same group of individuals is surveyed or measured repeatedly over an extended period of time. Example: Tracking the academic progress of a group of students from kindergarten through high school to understand how early educational experiences impact later achievement. Provides a detailed picture of how individuals or groups change over time. Helps predict future characteristics based on earlier data. Findings can often be generalized to similar populations. Requires a significant time commitment, sometimes years or decades. Can be costly to conduct over long periods. Cross-sectional research: compares multiple segments of a population at a single time. Example: Surveying different age groups, such as adolescents, adults, and seniors, at the same time to compare their attitudes towards technology. Correlational research: research that explores whether there is a relationship between two or more variables. Correlations range from \[-1.00, +1.00\] Examples: Positive correlation, e.g., height and weight, where taller individuals tend to weigh more. Negative correlation, e.g., outdoor air Allows for quick collection of data by comparing different groups at one point in time. Simple and quick to conduct. Results can be affected by differences between the groups (cohorts) being compared. Cannot establish causal relationships (i.e., if one variable causes change in another. 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 2/8 temperature in winter months and heating bills, where lower temperatures are associated with higher heating costs. No correlation, e.g., weight and the number of languages spoken, where there is no relationship between the two variables. Experimental research: Research method in which variables are manipulated and the effects recorded. Example: Testing the effectiveness of a new teaching method by randomly assigning students to either the new method or a traditional method and measuring their academic performance. Can establish cause-andeffect relationships. Finding participants for random assignment can be challenging. Requires significant time and financial investment. \--\> Quasi-experiments: Participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiment. 📖 Exercise 1: Classifying Research Studies Directions: This activity gives you practice in distinguishing between correlational and experimental research. Consider whether each of the results described reflects a correlational or experimental study. In each case, explain your reasoning. Study \#1 In a study by Palardy (1969), first-grade teachers were asked whether they believed that girls were better readers than boys. Some teachers said that girls were better readers than boys; others said that girls and boys had equal reading ability. At the beginning of the school year, there were no differences in reading readiness between girls and boys for either group of teachers. At the end of the year, reading achievement tests yielded these average scores: Teacher Expectations Girls' Test Scores Boys' Test Scores Girls are better readers 96.7 89.2 Girls and boys are equal 96.2 96.5 Study \#2 Laosa (1982) has reported that parents with higher educational levels are more likely to read to their children than parents with lower levels. Study \#3 Wakshlag, Reitz, and Zillmann (1982) showed first and second graders an educational television program with either fast-tempo or slow-tempo music in the background. Students who had the slow-tempo music learned more from the program than students who had the fast-tempo music. Study \#4 In a study of 20,364 high school seniors, students who spent more time on their homework got higher grades (Keith, 1982). Study \#5 In a study with Spanish-speaking kindergartners by Dreisbach and Keogh (1982), some students were given training in test-taking skills, and other students spent the same amount of time drawing pictures. The students with the training later got higher scores on a school readiness test than did the students who had no training. 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 3/8 Suggested answers are provided in the last tab :). 🤔💭 Why do researchers sometimes conduct correlational studies rather than experimental studies, even though only experimental studies allow conclusions about cause-effect relationships? I\'ve provided some notes on this in the last tab also. APA Formatting Style Here, I've included a few resources to help you learn how to format your papers according to APA style. The videos are straightforward and easy to follow, and the PowerPoint presentation highlights the most frequently used APA rules. I strongly encourage you to take advantage of these resources, especially if APA is not commonly used in your field, as it is required in EPSY courses like ours. Under the Week 2 module on Canvas, you'll find a practice quiz to reinforce your understanding. ▶️ Video 1: How to format your paper in APA style How to format your paper in APA style in 2024 ▶️ Video 2: How to write in-text citations in APA style 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 4/8 In-Text Citations Made Easy: APA 7th Edition Format 🖥 APA PowerPoint Slides 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 5/8 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 6/8 9/15/24, 8:16 PM Week 2 Learning Guide - F2F https://www.bookwidgets.com/play/\_6YfuCA0-iQAEMAfOZgAAA/NFS4VNF/week-2-learning?teacher\_id=6456261021794304 7/8 That\'s it for this week! Enjoy! Exercise 1 Study \#1: Correlational---Teachers' beliefs at the beginning of the school year (either that girls and boys read equally well, or that girls are better readers) are consistent with the pattern of reading achievement test scores at the end of the year. The experimenter does not specifically manipulate teachers' beliefs but examines them as they already exist. Study \#2: Correlational---There is a relationship between parental education and the amount of reading to children, but the educational level of the parents is not manipulated by the experimenter. Study \#3: Experimental---The experimenters manipulate the tempo of music that the children hear. Study \#4: Correlational---Time doing homework and GPAs are related, but the amount of time each student does homework is not controlled. Study \#5: Experimental---The experimenters determine which students get the training and which do not. Notes on Reflection Question in Core Idea \#1 There are often legal, ethical, or practical considerations that make experimental studies impossible. For example, an experimenter who is studying the effect of parent-child reading sessions on cognitive development cannot, either realistically or ethically, ask parents to read to their children less frequently than they might otherwise do. Family, Culture, and Society 🎯 Objectives Welcome to Week 3! This week, which is accompanied by Chapter 3, discusses the impacts of the family, society, and culture on children's development, as well as the relevance of understanding children\'s familial and cultural backgrounds for teachers and practitioners. Most of our focus will be on the role of the family, and you will learn about the different parenting styles (proposed by developmental psychologist Diana Baumrind). Baumrind's categories of parenting styles have been very influential in the past decades. There will be some small practice to help you better understand the theory. Let\'s get started! Family, culture, and society are crucial settings that influence child development, each providing different supports and shaping behaviors. Families meet basic needs and socialize children, cultures instill values and traditions, and societies encompass larger communal structures and disparities. Understanding these influences helps in effectively working with children from diverse backgrounds. A family serves to feed, clothe, and meet children's basic needs, and is also a key component of the socialization of children. A culture consists of the values, traditions, and symbol systems of a long-standing social group. The effects of culture are especially evident in contrasts in behavior between separate groups. For example, individualistic cultures tend to encourage independence, self-assertion, competition, and expression of personal needs, whereas collectivist cultures promote the idea that people should be honorable and cooperative, obedient to authority figures, and invested in the accomplishments of the group. Children and their families are members of a society, the relatively large and enduring collection of people who live in the same region and share government services, economic markets, legal systems, and medical care. o Societal components include factors such as community, for example, local neighborhoods, as well as ethnicity and race. How are ethnicity and race different? Ethnicity: The collection of people with whom a child identifies as having a common heritage, tribe, geographical origin, language, religious faith, or a combination of these characteristics. Race: The group of people with whom a child has shared physical features such as skin color, eye shape, hair texture, and facial bone structure. o Disparities in society - and key concepts to distinguish: 9/15/24, 8:18 PM Week 3 Learning Guide - F2F https://www.bookwidgets.com/play/1e6\_J6sq-iQAFguwHZgAAA/3FTNG3F/week-3-learning?teacher\_id=6456261021794304 1/4 ♣ Implicit bias: The relatively unconscious judgments people make about individuals with a particular racial affiliation or other characteristic. ♣ Stereotypes: Stereotypes exist when people notice a salient characteristic a person has, such as race, and make erroneous assumptions. ♣ Prejudice: Negative attitudes, feelings, and behaviors based on stereotyping. ♣ Discrimination: The unfair treatment of people sharing a certain characteristic, such as race or ethnicity. 👉 Note: The text offers excellent advice on working with children from diverse family, ethnic, and cultural backgrounds. I recommend reading them thoroughly. Parenting styles balance affection and discipline and can be categorized into four main types: authoritative, authoritarian, permissive, and uninvolved. Each style is associated with different child outcomes, with authoritative parenting generally linked to the most positive behaviors in children. 1. Authoritative parenting style Characteristics: Parents are affectionate and responsive, assert their authority, but explain the reasons behind their decisions. Outcomes: Children raised with this style tend to be confident, cheerful, and mature. 2. Authoritarian parenting style Characteristics: Parents demand compliance but withhold affection. Outcomes: Children may become withdrawn, aggressive, and have low self-esteem. 3. Permissive parenting style Characteristics: Parents are affectionate but provide few limits or rules. Outcomes: Children may become demanding, disobedient, and dependent. 4. Uninvolved parenting style Characteristics: Parents make few demands and often appear uncaring. 9/15/24, 8:18 PM Week 3 Learning Guide - F2F https://www.bookwidgets.com/play/1e6\_J6sq-iQAFguwHZgAAA/3FTNG3F/week-3-learning?teacher\_id=6456261021794304 2/4 Outcomes: Children frequently experience many difficulties. 👉 Note: Recently, a fifth style of parenting was proposed. Parents who are over-involved are also known as 'snowplows', removing obstacles out of their kids' path, or 'helicopter' parents, who hover about and micromanage every aspect of their child's life. Since they won't let their children do anything alone, the children can't learn to overcome challenges by themselves. Research infers that these children don't like to solve difficult problems, lack perseverance, and may even procrastinate in protest when something requires a lot of effort. ▶️ Directions: Watch the video for a great spoken summary of parenting styles and their effects on life. To deepen your understanding of these concepts, answer the reflection questions that follow. This reflective exercise will help you reflect on the parenting style(s) your parents adopted and how their approach has influenced your development. 5 Parenting Styles and enting Styles and Their E Their Effects on Lif ects on Life 🤔💭 Reflection 1. Consider Baumrind's categories of parenting styles (i.e., authoritarian, authoritative, permissive, uninvolved). Which style(s) appear(s) to best represent your own parents? Explain your choice(s). 2. Did your parents have similar parenting styles? How do you think their similar or dissimilar styles interacted to influence your development and the functioning of your family? 3. Do you exhibit any of the common developmental consequences of the parenting style(s) exhibited by your parents? Explain. 4. Did the parenting style(s) of your parents remain stable throughout your childhood and adolescence, or did you notice a change in their style(s) over time? Explain. 5. If/when you become a parent, how do you think your own parenting style will compare with the style(s) your parents assumed? : Biological Factors & Physical Development 🎯 Objectives Welcome to Week 4! This week, we'll deal with two related chapters, which are about the biological factors of development and physical development. You won't need to study everything in chapters 4 and 5 of the textbook. Focus only on these parts: 1. Genetic Foundations (Chapter 4, pp. 111-123). Don't bother memorizing the biological terms. I just want you to get an idea about the role of genes in defining different characteristics in humans, how we inherit these characteristics (here you should also be able to distinguish among recessive, dominant, and codominant genes), the co-action of heredity and environment and problems with genetic instruction. 2. Physical Development (Chapter 5, pp. 149-160). Understand the main principles of growth and the major physical changes that take place during each developmental period. 3. Health and Well-Being (Chapter 5, pp. 160-170). Understand basic issues related to children's physical health, including their eating habits (issues with obesity, eating disorders, and how to promote good nutrition), the role of physical activity and sleep. 👉 Note: You may refer to the summary for an overview or quick revision, but do not rely solely on it to understand the content of the chapters or prepare for your quizzes and discussions :) Let\'s get started! Genetic foundations play a crucial role in human development. Genes, contained on chromosomes made of DNA, are inherited from both parents and determine various traits. These genes can be dominant, recessive, or codominant, influencing physical characteristics and susceptibilities to certain conditions. Genetic expression is also shaped by environmental factors over time. 9/15/24, 8:18 PM Week 4 Learning Guide https://www.bookwidgets.com/play/x287\_Oco-iQAFbq4NFgAAA/3FUF233/week-4-learning?teacher\_id=6456261021794304 1/6 What Do We Know about Genes? Genes are contained on chromosomes. Chromosomes are made up of DNAs, which carry genetic information. Most genes are universal (e.g., basic human abilities, such as language, walking, running, social communication). Some genes are diverse (e.g., height, weight, activity levels, eagerness to learn, emotionality, etc.). Genetic expression is affected by time and environment. Chromosomes Humans typically have 46 chromosomes in each cell of their body, made up of 22 paired chromosomes and two sex chromosomes. Humans typically have two copies of each chromosome. One copy is inherited from their mother (via the ova) and the other from their father (via the sperm). A sperm and an ovum each contain one set of 23 chromosomes. When the sperm fertilizes the ova, two copies of each chromosome are present (and therefore two copies of each gene), and so an embryo forms. How We Inherit Characteristics Parents pass on traits or characteristics to their children through their genes. Some health conditions and diseases can be passed on genetically, too. o Shared Human Traits: Unvarying human genes, carried by all parents, are transmitted to every child. o Individual Traits: Some genes take on two or more forms, generating dissimilarities in children's appearance, health, personalities, and learning abilities. Dominant genes prevail over recessive genes. Codominant genes both have some influence. Most characteristics are the result of a combination of many genes and environmental influence. Co-Action by Heredity & Environment 9/15/24, 8:18 PM Week 4 Learning Guide https://www.bookwidgets.com/play/x287\_Oco-iQAFbq4NFgAAA/3FUF233/week-4-learning?teacher\_id=6456261021794304 2/6 As children grow, their genes respond to their stages of development. External factors also influence gene expression. As children develop, they can change their surroundings to better suit their innate abilities. Problems in Genetic Instruction Chromosomal abnormalities: Issues such as having an extra chromosome (e.g., Down syndrome) or a missing or malformed chromosome occur in about 1 in 150 births. Single-gene defects: These defects are inherited from one or both parents. o Other problems: These include defective genes (e.g., Fragile X syndrome) and issues involving multiple genes (e.g., Spina bifida). Physical development follows key principles such as varying rates of maturation for different body parts and the increasing integration and differentiation of bodily functions. Each child's growth pattern is unique and influenced by both genetic and environmental factors, leading to qualitative and quantitative changes in their physical capabilities. Principles of Growth Different body parts mature at different rates. Functioning becomes increasingly differentiated. This means that various functions and abilities of the body start to specialize and become more distinct from one another over time. As children develop, their bodily functions and skills become more coordinated and work together more effectively. In other words, functioning becomes increasingly integrated. Children develop at their own pace and in their own way (i.e., following a unique growth curve). Change is both qualitative (i.e., increase in complexity and function) and quantitative and quantity (i.e., size and amount). 9/15/24, 8:18 PM Week 4 Learning Guide https://www.bookwidgets.com/play/x287\_Oco-iQAFbq4NFgAAA/3FUF233/week-4-learning?teacher\_id=6456261021794304 3/6 Children's bodies are dynamic, changing systems, meaning that physical development is a continuous and evolving process. Children's health is affected by involvement in a multilayered environment, including their physical, social, and cultural surroundings. Growth in Developmental Periods Infancy: Development progresses from basic reflexes to intentional motor skills, guided by the cephalocaudal trend (development from head to toe) and the proximodistal trend (development from the center of the body outward). Early childhood: This period is marked by dramatic changes in motor skills, including significant advancements in both gross motor skills (large movements like running and jumping) and fine motor skills (small movements like drawing and buttoning). Middle childhood: Growth during this stage involves increases in size and improvements in coordination, enabling children to perform more complex physical tasks. Early adolescence: Characterized by the onset of puberty, this period includes a growth spurt and the beginning of sexual maturity, with milestones such as menarche (the first menstrual period) and spermarche (the beginning of sperm production). Late adolescence: During this stage, adolescents reach their adult height and achieve full sexual maturity. Health and well-being are critical aspects of child development, encompassing proper nutrition, physical activity, and self-regulation. Issues such as obesity and eating disorders are prevalent concerns, and promoting good nutrition and regular physical activity are essential for fostering healthy growth and preventing long-term health problems. Health and Well-Being Role of Educators: Teachers and school staff can help keep children healthy by offering nutritious snacks and meals and encouraging physical activities. Self-Regulation: To help kids want to stay healthy and know how to do it, educators focus on teaching selfregulation. This means helping children learn to manage their actions, learning, and emotions according to set standards. Eating Habits What children eat affects every part of their health. Breastfeeding is recommended for newborns because it has many health benefits. 9/15/24, 8:18 PM Week 4 Learning Guide https://www.bookwidgets.com/play/x287\_Oco-iQAFbq4NFgAAA/3FUF233/week-4-learning?teacher\_id=6456261021794304 4/6 As children grow, they start forming eating habits at family meals, which can be a time for bonding and enjoying cultural traditions. However, meals can sometimes be unhealthy if resources are limited. The USDA suggests that half of a child\'s plate should be fruits and vegetables, and that they should drink water or nonfat/1% milk instead of sugary drinks. Current Issues: Most children between ages 2 and 17 do not eat according to USDA guidelines. Due to eating too much processed food and not being active enough, more children are becoming overweight. A child is considered overweight if their BMI (Body Mass Index) is at or above the 85th percentile. Obesity is now seen as a global health crisis. ▶️ Video Watching What\'s the most transformative thing that you can do for your brain today? Exercise! says neuroscientist Wendy Suzuki. Get inspired to go to the gym as Dr. Suzuki discusses the science of how working out boosts your mood and memory \-- and protects your brain against neurodegenerative diseases like Alzheimer\'s. Watch the TED Talk and answer the questions below: 1. What two key areas of the brain does Dr. Suzuki explore? What are their roles? 2. What three reasons does Dr. Suzuki give for why exercise is the most transformative thing for your brain? 3. How does the brain behave like a muscle when you exercise? 4. Name an activity Dr. Suzuki recommends to help you get started exercising. Wendy Suzuki: endy Suzuki: The brain-changing bene ain-changing benefifits of ex ts of exercise \| TED 📖 Check Your Understanding Instructions: One scientifically proven study strategy is self-testing, or quizzing yourself. Open the PDF file titled "Week 4 Check Your Understanding" in this week's module. As you complete each section, answer the questions provided. To view the suggested answers, click on the sticky notes next to each question.