ECE 205 Introduction to Child Development
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
ECE 205 Introduction to Child Development
PAGE
Running head: OBSERVATION #2 1
Child Development Observation #2
Vernessa Combs
ECE 205: Introduction to Child Development
July 22, 2019
Child Development Observation #2
DEVELOPMENTAL CHECKLIST – 4 TO 5 YEARS
CHILD’S NAME: SARAH
DATE OF OBSERVATION: July 22, 2019
NAME OF OBSERVER:
MILESTONES
GROSS MOTOR
- Stands on one foot for 10 seconds or longer
- Hops, somersaults
- Swings, climbs
- May be able to skip
FINE MOTOR
- Copies triangle and other geometric patterns
SHAPE \* MERGEFORMAT
- Draws person with body
- Prints some letters
- Dresses and undresses without assistance
LANGUAGE
SHAPE \* MERGEFORMAT
- Speaks sentences of more than 5 words
- Uses future tense
- Tells longer stories
- Says name and address
COGNITIVE
- Can count 10 or more objects
- Correctly names at least 4 colors
- Works in small groups for 5-10 minutes
- Better understands the concept of time
- Knows about things used every day in the home (money, food, etc.)
SELF-HELP
- Uses fork, spoon independently
- Can chew with lips closed
- Goes to the bathroom independently, with reminders
- Undresses independently, may be able to unbutton and unzip
SOCIAL/EMOTIONAL
OBSERVED
- Wants to please
- Prefers to be with friends
- More likely to agree to rules
- Likes to sing, dance, and act
- Shows more independence
DEVELOPMENTAL RED FLAGS (4 TO 5 YEARS)
- Exhibits extremely aggressive, fearful or timid behavior
- Is unable to separate from parents
- Is easily distracted and unable to concentrate on any single activity for more than 5 minutes
- Shows little interest in playing with other children
- Refuses to respond to people in general
- Rarely uses fantasy or imitation in play
- Seems unhappy or sad much of the time
- Avoids or seems aloof with other children and adults
- Does not express a wide range of emotions
- Has trouble eating, sleeping or using the toilet
- Cannot differentiate between fantasy and reality
- Seems unusually passive
- Cannot understand prepositions (“put the cup on the table”; “get the ball under the couch”)
- Cannot follow 2-part commands (“pick up the toy and put it on the shelf”)
- Cannot give his first and last name
- Does not use plurals or past tense
- Cannot build a tower of 6 to 8 blocks
- Holds crayon with fisted grasp
- Has trouble taking off clothing
- Unable to brush teeth or wash and dry hands
Summary:
Sarah does not seem to be active as her colleague Samantha. Her arms and hands seem to be weaker than those of Samantha because she cannot build her castle as fast as Samantha. However, she was able to count the blocks which were built by Samantha.
Typical developments
Generally, Sarah was not very active as her colleague Samantha who is also her age mate. However, she could balance on one foot for a few seconds because she tried to put more blocks on the tower that was built by Samantha. She had mastered walking and could even run or change direction. She might be learning to skip because her legs seemed to have developed well.
Sarah counted Samantha’s blocks that were more than five. She was also curious to know how Samantha had managed to build such a tower. Sarah called her teacher and asked her to comment on the tower she had built. She demonstrated various cues that indicated her level of interest and the amount of detail she needed to know. The level of interest in exploring new things shows how well the child is developing (Groark et al, 2014). Sarah’s gross motor skills were good.
Her language was also well-developed because she could speak to her teacher in sentences of more than five words. Her social development was very good since she wanted to please her teacher. She also wanted to be with her colleague, Samantha. This was seen when Sarah went to help Samantha in building the tower. Sarah also showed more independence because she tried to build the tower alone. She expressed herself quite well to her teacher.
Developmental concerns
Sarah’s developmental concerns include her failure to build a tower with more than six blocks. Inability to build a tower of 6-8 blocks is a challenge that requires attention for children (Lonigan et al, 2018). Her arms and hands seemed to be weak. This is because she was slow in picking up the blocks to build the tower. Although Sarah was able to ask some questions, it was not easy to understand what she was saying. She probably had difficulties with various concepts such as behind or beside.
Developmentally appropriate activities
To support Sarah, I would ensure that I assign her most of the self-help tasks. At her age, Sarah needs to be more independent. If she does the self-help tasks by herself, Sarah would have her motor development advanced. Sarah was unable to build a tower, therefore, she needs to do more exercise to become more active.
I would launch a competition amongst all children for hopping and swinging. I would demonstrate to them how to participate in the play. I would also set rewards for the child who would be able to hop or swing for the longest time. After rewarding the most active child, I would also be asking other children to clap for him/her. This would make them feel jealous, therefore, they would put more effort into activities concerning motor development.
To improve Sarah’s communication skills, I would encourage the children to communicate with each other frequently. I would model a play that would include all children and ensure that they participate equally. I would also make use of questions during the learning lessons. These questions would be open-ended to give room for some explanation from the children (Sameroff et al, 2017). By answering questions and giving an opinion, the communication skills of Sarah would be improved. I would also make her feel appreciated for her contribution to the discussions.
Suggestions
- The classroom should be arranged in such a way that it would enhance communication among the children. The walls of the classroom can also be decorated with various materials that would capture the eyes of the children and enable them to have a discussion.
- Have various gaming tools in the school playground to ensure that every child gets to practice during the breaks.
References
Groark et al (2014). Early child development: From theory to practice. San Diego, CA: Bridgepoint Education, Inc.
Lonigan et al (2018). Development of phonological sensitivity in 2-to 5-year-old children. Journal of educational psychology, 90(2), 294.
Sameroff et al (2017). Intelligence quotient scores of 4-year-old children: Social-environmental risk factors. Pediatrics, 79(3), 343-350.
OBSERVED
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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