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Child Development Observation #2 [WLOs: 1, 3] [CLOs: 2, 4] As you discovered in Week 2 of the course, formally observing childrens’ behavior is an important step in determining their current stage of development and enhancing our ability to support and foster growth in areas where children may not excel. Chapters 7 and 8 of your textbook describe stages of physical, social, emotional, cognitive, and language development in children 4 – 5 years of age and 6 – 8 years of age. Use the textbook in addition to the video provided with the instructions for this assignment as resources. To prepare for this assignment, Refer to the Week 2 Instructor Guidance for further tips and examples that will support your success with this discussion. Review Chapters 7 and 8 of your textbook. Review 10 Effective DAP Teaching Strategies (Links to an external site.). Review and download the Week 3 Exemplar Template. download Choose one of the below age ranges and corresponding video to use for this assignment. Age Range Corresponding Observation Video Corresponding Developmental Checklist Early Childhood: 4 – 5 Years of Age Samantha and Sara Building Towers and Castles (Links to an external site.) Pick only one child to observe. Samantha is wearing a short sleeve shirt. Sara has long sleeves. Provide the child’s name on your observation form. Developmental Checklist: 4 To 5 Years download   Required Resources Text Groark, C. J., McCarthy, S. K., & Kirk, A. R. (2014). Early child development: From theory to practice. Bridgepoint Education. Chapter 7: Early Childhood Development (4–5 years) Chapter 8: Early Childhood Development (6–8 years) Multimedia Colorado Department of Education. (2015, February 2). Asia and lyric building a road together (Links to an external site.) [Video file]. Retrieved from https://youtu.be/768LalhqnRw This video shows two children engaged in an activity together and will assist you in your Child Development Observation #2 assignment this week. Accessibility Statement  (Links to an external site.)Privacy Policy (Links to an external site.) Colorado Department of Education. (2015, February 3). Samantha and sara building towers and castles (Links to an external site.) [Video file]. Retrieved from https://youtu.be/XdUx3iHNuhs This video shows two children engaged in an activity together and will assist you in your Child Development Observation #2 assignment this week. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Web Page NAEYC. (n.d.). The Case of Brain Science and Guided Play: A Developing Story (Links to an external site.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play On this webpage, the author provides information about considerations for play that may assist you in your Importance of Play: Interactive Newsletter discussion this week. Accessibility Statement does not exist. Privacy Policy  (Links to an external site.) Recommended Resources Web Pages Bongiorno, L. (n.d). 10 things every parent should know about play (Links to an external site.). Retrieved from http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play On this web page, the author discusses the importance of play for young children. The author gives examples of the different developmental domains and how play helps a child develop. This information may assist you in your Importance of Play:Interactive Newsletter discussion this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Gowmon, V. (n.d.). Playful quotes for the child in your heart (Links to an external site.). Retrieved from https://www.vincegowmon.com/playful-quotes-for-the-child-in-your-heart/ This web page provides inspiring and playful quotations from a variety of authorities and may assist you in your Importance of Play: Interactive Newsletter discussion this week. Accessibility Statement does not exist. Privacy Policy does not exist. NAEYC for Families. (n.d). The 10 NAEYC program standards (Links to an external site.). Retrieved from https://families.naeyc.org/accredited-article/10-naeyc-program-standards This web page gives an overview of 10 NAEYC standards that help families make good choices in helping their child develop. This information may assist you in your Importance of Play: Interactive Newsletter discussion this week. Accessibility Statement does not exist. Privacy Policy does not exist. Early Childhood: 6 – 8 Years of Age Asia and Lyric Building a Road Together (Links to an external site.) Pick only one child to observe. Asia is wearing black pants. Lyric is wearing a pink skirt. Provide the child’s name on your observation form. Developmental Checklist: 6 To 8 Years download In your paper,  Complete the sections of the corresponding developmental checklist, including the summary section, that you observed while watching your chosen video.  Note: You will not be able to complete all sections, so many will be left blank.   Paste the checklist on the first page of your assignment (after your title page).  Summarize the typical development that you observed in the child (i.e., the areas that you were able to check off on the checklist).  Explain the developmental concerns you have for this child based on your observation. If you did not see a clear concern, discuss at least one area you were not able to check off the checklist.  Explain, based on your observation and your desired future professional role, how you might support this child using developmentally appropriate practices.  Identify some developmentally appropriate activities you can do with the child to support at least two different developmental domains (physical, social/emotional, self-help, cognitive, language).  Identify one or two considerations or suggestions that should be included into the classroom environment to support the needs of the child.  The Week 3 Assignment  Must be three to four double-spaced pages in length (not including title and references pages, but including the completed observation checklist) and formatted according to APA style as outlined in the Writing Center (Links to an external site.)’s (Links to an external site.) APA Style (Links to an external site.) resource.  Must include a separate title page with the following:  Title of paper  Student’s name  Course name and number  Instructor’s name  Date submitted  Must use at least two scholarly sources in addition to the course text.  To assist you in completing the library research required for this assignment, view this Help! Need Article (Links to an external site.) tutorial, which can help you find a good starting place for your research.  The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.  To assist you in completing the library research required for this assignment, view the University of Arizona Global Campus Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.  Must document any information used from sources in APA style as outlined in the Writing Center’s Citing Within Your Paper (Links to an external site.) guide.  Must include a separate references page that is formatted according to APA style as outlined in the Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Writing Center for specifications.Running head: OBSERVATION #2 1 OBSERVATION #2 4 Week 3: Child Observation #2 Your Name ECE 205: Introduction to Child Development Instructors Name Date Hint: Delete all of these green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete. Child Development Observation #2 In this section, write a brief introduction that will allow your reader to follow the organization of your assignment and the focus of your observation. Hint: Ctrl + Click INTRODUCTIONS & CONCLUSIONS for help. Developmental Checklist Add your developmental checklist here, including the summary section. This is the checklist that you completed while watching your child observation video. Summary of Typical Development In this section, briefly summarize the development that you checked off in the developmental checklist. Developmental Concerns Based on your observation, explain the developmental concerns that you have for this child. If you did not see a clear concern, discuss at least one area you were not able to check off the checklist. Supportive Practices Explain how you might best support this child using developmentally appropriate practices. Incorporate an outside source into this paragraph to support your ideas. Hint: For help with completing this section, please refer to the Weeks 2 and 3 readings. Hint: Ctrl + Click QUOTING, PARAPHRASING, & SUMMARIZING for help. Developmentally Appropriate Activities In this paragraph, identify some developmentally appropriate activities that you could do with the child to support at least two different developmental domains (physical, social-emotional, self-help, cognitive, language). Incorporate an outside source into this paragraph to support your ideas. Hint: For help with completing this section, please refer to the Weeks 2 and 3 readings. Hint: Ctrl + Click INTEGRATING RESEARCH For help. Support Considerations Explain one or two considerations that should be included in the class environment in order to support the needs of the child. Incorporate an outside source into this paragraph to support your ideas. Hint: For help with completing this section, please refer to the Weeks 2 and 3 readings. Hint: Ctrl + Click CITING WITHIN YOUR PAPER for help. Conclusion Briefly summarize the ideas that you discussed in your paper, explaining the significance of these ideas. Hint: Ctrl + Click INTRODUCTIONS & CONCLUSIONS for help. References Use APA format to cite and reference your class text and at least two additional scholarly sources. Remember, you MUST include in-text citations throughout your paper to show your reader what information you used from these outside sources. Hint: Ctrl + Click FORMATTING YOUR REFERENCES LIST for help. *In the final version of your assignment, be sure that you have removed all of the hints (green boxes) within the template.DEVELOPMENTAL CHECKLIST - 4 TO 5 YEARS Milestones Date Observed 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 Draws person with body Prints some letters Dresses and undresses without assistance 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.) Language Recalls parts of a story Speaks sentences of more than 5 words Uses future tense Tells longer stories Says name and address 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 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 4-5 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: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Adapted from the Early Childhood Direction Center - 2018DEVELOPMENTAL CHECKLIST - 6 TO 8 YEARS Development Date Observed Physical Can control their major muscles. They usually have good balance and enjoy running, jumping, skipping, and other forms of physical play. Can catch a small ball. Draw a person with at least 8 parts and can also copy different shapes. Language Are learning to express themselves well through words. Acquires meanings of new words from context and from definitions Communicates clearly in situations, such as on the telephone Learns better ways to describe experiences and talk about thoughts and feelings Cognitive Begin to understand cause-and-effect relationships. Can tell you their age. Start to grasp the concept of telling time. Magical thinking typical of preschoolers is fading. Thinks in a more organized, logical fashion about concrete information. Moral Internalizes many norms of good conduct, including prosocial standards Emphasizes people’s intentions and expectations in moral judgement Continues to emphasize superficial factors, including physical consequences and self-interest in responses to moral dilemmas Displays a flexible capacity for moral self-regulation Social/Emotional Show more independence from parents and family. Generates an increasing variety of strategies for delaying gratification. Understand more about his or her place in the world. Pay more attention to friendships and teamwork. Want to be liked and accepted by friends. DEVELOPMENTAL RED FLAGS 6-8 YEARS · Exhibits extremely aggressive, fearful or timid behavior · Is easily distracted and unable to concentrate · Does not care about friendships or feelings of others · 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 · Seems unusually passive · Cannot give his/her age · Does not use plurals or past tense · Cannot catch a large ball · Does not self-regulate behavior · Cannot describe experiences or feelings Summary: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Adapted from the Early Childhood Direction Center - 2018INTRODUCTION TO CHILD DEVELOPMENT Weekly Learning Outcomes 1. Apply knowledge of developmental domains and milestones. 2. Justify the importance of play as a developmentally appropriate practice. 3. Identify ways to support the physical, socio-emotional, and cognitive growth of a child. Week 3 Overview Play in early childhood education has been a much-debated topic. Within the field, you will be planning for experiences to facilitate play among the children, model play, and allow children to engage in unstructured play. During this week, you will connect play to theory and defend the importance of play. With much of our culture being focused on academic success, the importance of play is oftentimes overlooked and undervalued. Play, is a fundamental part of childhood and many lessons, values, and quality learning takes place in the form of play. Play contributes to a child’s cognitive, physical, social, and emotional well-being and offers peer-to-peer enjoyment, interaction, creativity, and enjoyment (Ginsberg, 2007). Here is a view of play from children’s perspective that will put a smile on your face! <iframe width=560 height=315 src=https://www.youtube.com/embed/sby38BbLZuY frameborder=0 allow=autoplay; encrypted-media allowfullscreen></iframe> Weekly Vocabulary 1. Play: Activity engaged in for enjoyment and recreation, especially by children. 2. Typical Development: The term typical development is more accepted by parents than the term normal development. Development not only includes similar skills of peers, but also entails such developmental concepts as maturation, achievement of developmental milestones (significant points of accomplishments in various skill areas), developmental sequence of skills, and age level expectations. ECE 205 Week 3 Guidance Discussion 1: Importance of Play Interactive Newsletter Many skills are developed in a play-based curriculum. Setting up centers in the classroom provides the opportunity for you to plan for learning experiences to strengthen skills in each domain. In addition to this type of structured play, there are also many opportunities for children to learn through play through unstructured activities. However, you may come across parents or other professionals who do not understand the importance of play in supporting early childhood growth and development. Think about your own experience of play – what was your play like? Who did you play with? What did you play with? What did you learn from your play-based experiences? Now imagine if all of those experiences were either taken away or told that they weren’t meaningful. Structured play, noted above, is more along the lines of forced learning through “play” while unstructured play is free, creative, exciting, and authentic. It is a vital part of childhood and learning and as a professional you may encounter situations with parents who do n8Early Childhood Development (6–8 years) Creatas Images/Creatas/Thinkstock “Be who you are and say what you feel. Because those who mind don’t matter and those who matter don’t mind.” Dr. Seuss Learning Objectives After studying this chapter you will be able to: ሁ Summarize why the age range of 6–8 years has been referred to as “the age of reason.” ሁ Explain how the combination of emerging motor and social-emotional skills, along with growth patterns at this age, enhance children’s participation in team sports. ሁ Explain why new contexts like school, sports, and friendships at this age make it important that children have better concentration, attention, short-term memory, and other executive functioning skills. ሁ Describe the differences among self-concept, self-esteem, and self-efficacy. ሁ Compare and contrast Erikson’s description of this stage of development with Freud’s latency period. gro81431_08_c08_167-188.indd 167 4/24/14 12:54 PM Chapter Outline Chapter Overview 8.1 Physical Growth and Motor Development in 6–8 Year Olds 8.2 Brain Growth and Cognitive Development in 6–8 Year Olds 8.3 Communication Development in 6–8 Year Olds 8.4 Social-Emotional Development in 6–8 Year Olds 8.5 Self-Help Development in 6–8 Year Olds 8.6 Developmental Red Flags and Where to Get Help Summary and Resources Chapter Overview Typically children in this stage of early childhood, ages 6–8, are faced with many challenges that were not apparent earlier, but they have many more sophisticated skills to deal with these challenges. The opening quotation, widely attributed to Dr. Seuss, is complex but meaningful. By the end of this early childhood period, 8 year olds demonstrate the complex thinking and communication skills needed to understand the “tricky” wording in the quotation and typi- cally would be able to discuss and debate what this quote means. Better grounded self-esteem and an increased vocabulary help children ages 6–8 to “[b]e who [they] are and say what [they] feel.” In particular, the importance of friendships and being selective about which peers are better friends starts to dominate the 8-year-old child’s social world, giving real meaning to the idea that “those who mind don’t matter and those who matter don’t mind.” This aware- ness of peers, developing friendships, and a desire to be part of a social group becomes more important at this stage, as does moral development. In some cultures, including U.S. culture, school becomes the central context for development, and for some children, sports play a large role in developing self-esteem and confidence. Erickson was one of the few major theorists who recognized the importance of this stage of development. He thought that children should attain a “sense of industry” at this time and that, if they did not develop the necessary skills for their new contexts of school, friendships, and sports, they would develop a “sense of inferiority” (Eccles, 1997Early Childhood Development (4–5 years) © Zurijeta/iStock/Thinkstock “The moment you doubt whether you can fly, you cease for ever to be able to do it.” Peter Pan (J. M. Barrie, 1904) Learning Objectives After studying this chapter you will be able to: ሁ Summarize cognitive milestones of children ages 4 and 5 years. ሁ Describe how to communicate appropriately with children ages 4 and 5 years. ሁ Describe appropriate techniques for working with children ages 4 and 5 years. ሁ Describe how to assist 4 and 5 year olds in positive social interactions. ሁ Identify and encourage healthy eating habits in children. ሁ Describe and recognize typical developmental red flags for children ages 4 and 5 years. gro81431_07_c07_147-166.indd 147 4/24/14 12:53 PM Chapter Overview Chapter Outline Chapter Overview 7.1 Physical Growth and Motor Development in 4 and 5 Year Olds 7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds 7.3 Language Development in 4 and 5 Year Olds 7.4 Social-Emotional Development in 4 and 5 Year Olds 7.5 Self-Help Development in 4 and 5 Year Olds 7.6 Developmental Red Flags and Where to Get Help Summary and Resources Chapter Overview Although some researchers refer to ages 3–8 as early childhood, there is no debating that a 3 year old is very different from an 8 year old. For this reason, it is important to recognize the significant stages within early childhood and the reason for the division of ages in Chapters 6, 7, and 8. Whereas Chapter 6 discussed the egocentric toddler (ages 1–3 years) learning to gain motor control and speech, this chapter discusses the more coordinated, complex- thinking 4 and 5 year olds. Important changes take place from the time a child just turns 3 years old until he or she reaches 5 years old, and these changes affect all developmental domains. Children who are 4 or 5 years old are interested in the world around them, open to and wanting experiences and interactions outside of the family unit. This stage of early child- hood is truly a time for more active exploration, and this exploration is driven by a curiosity that seems to dominate all aspects of daily activities. Just as the toddlers discussed in Chapter 6 are developmentally different from the 4 and 5 year olds discussed in this chapter, the older 6–8 year olds discussed in Chapter 8 are sig- nificantly more advanced than 4 and 5 year olds. Children ages 6–8 are developing individual identities, creating complex relationships with peers, and forming their own unique opinions. Compared to toddlers or 4 and 5 year olds, these children are advanced! In Oh, the Places You’ll Go! (1990), Dr. Seuss writes “So be sure when you step. Step with care and great tact and remember that Life’s a Great Balancing Act. . . . And will you succeed? Yes! You will, indeed! (98 and 3/4 percent guaranteed.) KID, YOU’LL MOVE MOUNTAINS!” This quote talks about stepping “with care and great tact” and compares life to “a g