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Question 2. Imagine you are 4½ years old and in daycare.

It is a daycare with lots of different


kinds of kids with varying levels of social skills. Give me your first-hand account of social
relations and interactions in a typical day at daycare (in the form of a journal or running
narrative), focusing on both your friendships and peer relations. Discuss the forms of activities
in which you engage but concentrate on the nature of social interactions. Pretend that while only
4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social
experiences. Use your wisdom and reflection in your account to point out the ways in which your
social world (as a preschooler) is in some ways just like your social world (as an adult) at school
or at work. Also address the ways in which your childhood and adult social experiences are very
different from each other.
Question 2. Imagine you are 4½ years old and in daycare. It is a daycare with lots of different
kinds of kids with varying levels of social skills. Give me your first-hand account of social
relations and interactions in a typical day at daycare (in the form of a journal or running
narrative), focusing on both your friendships and peer relations. Discuss the forms of activities
in which you engage but concentrate on the nature of social interactions. Pretend that while only
4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social
experiences. Use your wisdom and reflection in your account to point out the ways in which your
social world (as a preschooler) is in some ways just like your social world (as an adult) at school
or at work. Also address the ways in which your childhood and adult social experiences are very
different from each other.
Question 2.
Question 1. In the lecture on Brain Development, brain functioning was characterized as
becoming faster, more efficient, and better controlled and organized through specialized and
non-specialized neurological mechanisms. Imagine you are a Neuropsychologist writing a grant
to explore the role of the brain changes in development. The grant application is asking you to
identify a particular developmental change (other than language) that shows the most promise to
have neurological underpinnings. Like any grant applicant, you must justify your thinking: Why
do you think there is a correspondence between your candidate ability, skill (etc.) and brain
development? Your argument should outline why you think that there is a potential connection
between brain development and your candidate acquisition. Remember, you are not attempting to
describe how mental functions are caused by neurological ones, only that the parallel between
brain development and your particular acquisition is worthy of continued investigation by those
interested in such questions about mind/body relationships.

Question 1. In the lecture on Brain Development, brain functioning was characterized as


becoming faster, more efficient, and better controlled and organized through specialized and
non-specialized neurological mechanisms. Imagine you are a Neuropsychologist writing a grant
to explore the role of the brain changes in development. The grant application is asking you to
identify a particular developmental change (other than language) that shows the most promise to
have neurological underpinnings. Like any grant applicant, you must justify your thinking: Why
do you think there is a correspondence between your candidate ability, skill (etc.) and brain
development? Your argument should outline why you think that there is a potential connection
between brain development and your candidate acquisition. Remember, you are not attempting to
describe how mental functions are caused by neurological ones, only that the parallel between
brain development and your particular acquisition is worthy of continued investigation by those
interested in such questions about mind/body relationships.
Imagine you are 4½ years old and in daycare. It is a daycare with lots of different kinds of kids
with varying levels of social skills. Give me your first-hand account of social relations and
interactions in a typical day at daycare (in the form of a journal or running narrative), focusing
on both your friendships and peer relations. Discuss the forms of activities in which you engage
but concentrate on the nature of social interactions. Pretend that while only 4 ½, you are blessed
with a tremendous amount of wisdom and ability to reflect on your social experiences. Use your
wisdom and reflection in your account to point out the ways in which your social world (as a
preschooler) is in some ways just like your social world (as an adult) at school or at work. Also
address the ways in which your childhood and adult social experiences are very different from
each other.
Question 2. Imagine you are 4½ years old and in daycare. It is a daycare with lots of different
kinds of kids with varying levels of social skills. Give me your first-hand account of social
relations and interactions in a typical day at daycare (in the form of a journal or running
narrative), focusing on both your friendships and peer relations. Discuss the forms of activities
in which you engage but concentrate on the nature of social interactions. Pretend that while only
4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social
experiences. Use your wisdom and reflection in your account to point out the ways in which your
social world (as a preschooler) is in some ways just like your social world (as an adult) at school
or at work. Also address the ways in which your childhood and adult social experiences are very
different from each other.

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