This warm up activity is for introducing students to the concept of homeostasis (balance) and how it relates to the stress response.

This warm up activity is for having students connect breathing and the stress response to automatic behaviours.

A group discussion: Ask your group members about their lifestyle habits. Try to find better lifestyle choices that you can do together.

A reflection activity with three questions for students. The first two questions relate to reflecting on how they can make positive changes to their lifestyles. The final question is a general reflection on this unit.

This unit and these slides provide an introduction to our breathing system and how this is a key element in stress management.

This text gives an overview of development, beginning in the mother’s womb through about the age of eight. It starts with a look at perspectives of early childhood, including how children have been viewed historically as well as cross-culturally. Following this chapter, there is a complete overview of the important theorists that have helped to deepen and bring clarity to how children develop. These theories include psychodynamic, behavioral, social cognitive theory, cognitive theory, humanistic, multiple intelligence, growth mindset, and Bloom’s taxonomy. Understanding the implications of each theory is important foundational knowledge for the study of development.

Chapters Three and Four give an overview of the domains of development, followed by an overview of the developing brain. Chapter Five takes a look at the prenatal period, including the birth and postpartum process. Chapter Six describes development in infancy, and Chapter Seven describes the toddler years, including safety considerations that are critical for this period. Chapter Eight looks at the preschool years, including the role of peers, play, and television (and other electronics) in development. Chapter Nine concludes the text with a brief look at the start of what is known as the school-age years, universally recognized as between the ages of five and eight.

Why Do I Have to Take This Course? A Guide to General Education helps students think about why they take General Education courses and what significance they have, individually and as a program as a whole. It allows students the time to contemplate connections, the potential reasons for developing certain learning outcomes and skills, and the applications to other courses as well as their professional and personal lives. General education is viewed through the lens of what John Lewis called "good, necessary trouble," expanding on how the liberal arts and sciences contribute to understanding and creating change in the world. Sections include stories, research, testimonies and reflections about student success, links to further readings, and activities.