PSY104 Written Proposal Final Paper wk 5

Topics: Developmental psychology, Childhood, Child development Pages: 11 (2083 words) Published: July 5, 2015


PSY104
WRITTEN PROPOSAL

Wheeler Center
Latreece Wheeler
PSY. 104 Child and Adolescent Development
Prof. Marie Broski
5/25/2015

Introductory Paragraph: The Wheeler Community Center is a great place that parents can take their children during the day of send them after school. This center will promote physical exercise, cognitive and socio-emotional development, from ages ranging from infant to adolescence. The Wheeler center will also give information and classes on physical and mental health, parenting and educational classes. The Wheeler center is devoted to the families in and around the community they serve. In my expert opinion the Wheeler Center creating each room for a specific age group will help in the all-around health of the children and families who attend. There will be a membership fee of 40 dollars for adults and 20 for children. Each member will have the ability to use all rooms and equipment.

1. Age Group #1 - Infants
Paragraph 1. First activity Mommy and Me Music/Dance class. The theory of the Mommy and Me Music/Dance class is to create a safe space that parents can spend time with their child and interact with other children in that age group. It also is an early start on showing their infant how to play and develop friendships. Mommy and me dance classes is a great activity to do with your infant child. It encourages physical activity. It also helps with enhancing the relationship between the infant and the caregiver, cognitive and psychosocial development. In this class the parents will sing songs that associate everyday objects in a musical manner (dog goes woof and cat goes meow). Singing these songs with the infants encourages cognitive development. One health and well- being issue that teachers or instructors may run into is making sure that dance activities aren’t too strenuous and don’t hurt the infant, also to make sure the parents aren’t shacking the infant. Paragraph 2. Second activity Infant Organic Painting

The theory behind Infant Organic Painting is to create a place that parents can spend time with their infant. It also helps the infant with cognitive skills, change in their thinking. In this class the infant will paint with food, pureed veggies, peas, carrots, strawberries, etc. The different colors of the food will be used as the colors to paint. The infant will put it in their mouth, and associate the color with a taste learning what they like and dislike and the parents get a great picture. This class promotes physical health and cognitive development. The fruits and vegetables used as the paint helps with early healthy eating patterns. Learning to eat healthy at an early age will determine the infant’s relationship with food later. The organic painting class also helps with psychosocial development, socialization skills. One health or well-being issue that teachers or instructors may have with this class is allergies the children might suffer from. Most places don’t allow any peanut products but children can suffer from many different food allergies. If one or more students are allergic to the fruits and veggies being used the class may be harder to instruct. Paragraph 3.One specific item that the children would need is construction paper. If the center provides the food for the children to use in each class, they will need help with other supplies like construction paper for them to make their art. http://www.officedepot.com/?cm_mmc=MSN-_-B_Marketing_B-_-Marketing_Catalog-_-Office%20Depot%20Catalogue_29567008-VQ16-c 2. Age Group #2 – Toddlers

Paragraph 1. First Activity Soft Touch Classes
The theory behind the soft touch class is that toddlers are able to run, jump and interact with everything in the class. The class will be made up of all soft objects, nothing in the class can cause harm. This is important because toddlers are learning to crawl, walk and run. The class will have many different colors, the colors...

References: R, Mossler (2015) Child and Adolescent Development Retrieved From: http://content.ashford.edu/books/AUPSY104.15.2/sections/sec1.2?search=socioemotional%20development#w2698
N. Schady (2011)Parents ' Education, Mothers ' Vocabulary, and Cognitive Development in Early Childhood: Longitudinal Evidence From Ecuador Retrieved From: http://search.proquest.com.proxy-library.ashford.edu/docview/906037720/2B2B1F4145834F34PQ/4?accountid=32521
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