Copyright Goodheart-Willcox Co., Inc. 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.