My weekend with a Baby Think It Over (Cody) PHS project

Summary

This video script documents a student's weekend project with a simulated baby, 'Cody'. The student details the baby's routine, including feeding, diaper changes, and sleep, while managing to keep track of Cody's needs and maintaining a high level of care. The project is challenging, leading to stress and a deeper appreciation for the responsibilities of parenthood.

Takeaways

• 😀 The video script is a detailed account of a student's experience with a 'Baby Think It Over' project, a simulation designed to teach about the responsibilities of caring for a baby.
• 📚 The project is part of the student's Principles of Human Services coursework, requiring them to take care of a simulated baby named Cody for a weekend.
• 🕒 The student provides a timeline of events, noting specific times when the baby 'turned on,' was fed, slept, and cried, indicating the intensive nature of the project.
• 👶 Cody, the simulated baby, has various needs that the student must attend to, such as feeding, changing diapers, burping, and comforting when he cries.
• 🛒 The student mentions having a car seat, extra diapers, a bottle, and a blanket for Cody, showing the level of preparation required for the project.
• 📝 The student keeps a log of Cody's activities and needs, which includes times for feeding, sleeping, and crying, highlighting the documentation aspect of the project.
• 🤱 The student experiences challenges in caring for Cody, including instances of crying that they could not immediately soothe, leading to potential 'miscare' sessions that could affect their grade.
• 🚫 The student expresses frustration with the project, stating that it limits their weekend and personal time, and causes stress due to the responsibility of caring for the simulated baby.
• 🏠 The student takes Cody outside and mentions an incident where they had to change the baby's diaper in public, illustrating the unexpected situations that can arise during the project.
• 💤 The student notes that Cody has periods of sleep and fussiness, and they express concern about whether their actions will be accurately recorded, especially regarding 'fussy' cries that did not end in a 'coup' as per the project's guidelines.
• 📉 The student fears that 'miscare' sessions could significantly impact their grade, showing the high stakes and pressure associated with the project.
• 🚫 By the end of the project, the student concludes that it was one of the most difficult projects they have ever done, reflecting on the reality and challenges of caring for a baby.

Q & A

What is the purpose of the video script?

The purpose of the video script is to document the experience of taking care of a 'Baby Think It Over' doll, Cody, as part of a Principles of Human Services project.

What is the 'Baby Think It Over' doll?

The 'Baby Think It Over' doll is a realistic baby simulator used in educational settings to teach students about the responsibilities and challenges of caring for an infant.

How long is the student expected to care for Cody?

The student is expected to care for Cody from Friday until Sunday morning at 6:00 a.m.

What are some of the tasks the student has to perform for Cody?

The student has to perform tasks such as feeding, changing diapers, burping, and rocking Cody to soothe him.

What is a 'chime' in the context of the script?

A 'chime' refers to the action of calming or soothing the baby doll when it starts to cry, which is part of the simulation's feedback system.

What is the significance of the student's concern about 'miscare sessions'?

Miscare sessions refer to instances where the student fails to properly care for the baby doll, which could negatively impact their grade in the project.

How does the student document Cody's activities and needs?

The student documents Cody's activities and needs through a book that records feeding times, diaper changes, and other caregiving activities.

What is the student's strategy for dealing with Cody's fussiness?

The student tries various strategies such as feeding, changing diapers, burping, and rocking to soothe Cody's fussiness.

What was the student's experience like when they took Cody outside?

The student had to change Cody's diaper on the street and encountered a situation where Cody started crying, which was challenging to manage in public.

How did the student feel about the project by the end of the script?

The student felt that the project was one of the most horrible and stressful they had ever done, and they did not enjoy it despite initially liking the idea.

What is the student's concern regarding their grade in the project?

The student is concerned about their grade being negatively affected by miscare sessions and is worried about potentially having to retake the project.