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Chapter 1 Learning About Children 33
19. Research and writing. According to researchers
from the Center on the Developing Child at
Harvard University, “the foundations of lifelong
health are built in early childhood.” Research
the core roots of health that support physical
and mental well-being from early childhood
through the lifespan. Read at least three articles
on this topic and summarize your fi ndings in
writing. Begin your research at the Harvard
University website. As you read, ask yourself:
• Who are the researchers and why are they
credible?
• What foundations of health help nourish
physical and mental well-being? Why are they
important?
• What do parents and caregivers need to do to
build a foundation of health?
• How do the articles support the information in
this chapter?
20. CTE Career Readiness Practice. Everyone has
a stake in protecting the environment. Taking
steps as an individual to be more environmentally
conscious is a behavior of responsible citizens.
From a business standpoint, it may also help a
company be more profi table. In what ways can
child care workers in a day care save energy or
other resources?
Observations
21. In small groups, list some specifi c observation
topics, such as sharing toys, participating during
group time, and performing certain physical
skills. Discuss what behaviors you might expect
to observe in each of these observations. Then,
compare and discuss your lists and ideas in class.
22. In indirect observations, children are not directly
performing an activity. Researchers observe
artwork or interview caregivers for comments
about children. In small groups, give examples
of specifi c children’s work/products that could be
used in indirect observations. Discuss the types
of information you can gather from using this
observation method.
23. In small groups, observe a group of people in a
public place such as a park or a shopping mall. List
characteristics you see that are due to heredity and
characteristics you see that are due to environment.
Compare and discuss your lists in class.
15. Listening, speaking, and writing. Conduct an
oral history interview with an older family member
or with an older adult you know. Acquire permission
to audio- or video-record the interview and to
take any photos. Then do the following:
• Share with the person what you have learned
about developmental tasks.
• Ask the person to describe developmental
tasks he or she mastered that people
seldom master today. Examples may include
household tasks or chores, hobbies, games,
and job duties of the past.
• Listen carefully to encourage your interviewee.
Use eye contact and nodding to give assurance
you are listening.
• Give a brief oral report to the class contrasting
the accomplishment of developmental tasks in
years past with those of today.
• Use the interview as a foundation for creating
a print or digital family history book. Add
photos, written stories about family members,
and memories to the history book. To take this
project a step further, develop a self-directed
FCCLA Power of One project on Family
Ties. Use the FCCLA Planning Process to
plan, carry out, and evaluate your project.
Your FCCLA adviser can provide further
information.
16. Listening and speaking. In small groups, discuss
ways in which society is child-centered and ways
in which society is adult-centered. Can a society
resolve these dual interests? How can a new
family fi nd a balance for a happier family life?
Build on one another’s ideas and then express
these ideas in a discussion with the rest of the
class.
17. Writing. Write a one-page narrative on the history
of child labor laws in the United States. How did
the needs of children lead to the development of
these laws?
18. Listening and speaking. Interview a person
working with children in a child-related career,
such as a child care teacher or child care
provider. What characteristics does this person
need to work with children? What are the job
responsibilities? What are the educational and
training requirements for the career? Give a
one-minute oral presentation of your findings
in class.