Before the child leaves your class, you will add to their portfolio one last time. It’s hard to say goodbye, but you’ve provided a wealth of information for their future caregivers. T
Child Portfolio
Before the child leaves your class, you will add to their portfolio one last time. It’s hard to say goodbye, but you’ve provided a wealth of information for their future caregivers. This week, you will complete Part 4 in your template for your final assignment.
Prepare
Prior to beginning work on this final assignment, complete the following:
· Read pages 116 to 125 in Observation and Assessment in Early Childhood EducationLinks to an external site..
· Watch Development During Middle ChildhoodLinks to an external site..
· Read Learning Environments: An IntroductionLinks to an external site..
· Read Middle Childhood (6-8 years of age)Links to an external site..
· Review the courses offered on the School-AgeLinks to an external site. Virtual Lab School webpage.
· Review the assignment feedback you received from your instructor during Weeks 2 through 4.
· Find and open your latest version of the Child Portfolio Binder template on your computer. You will be adding on to this document.
For your final assignment, first complete the following:
· After reviewing the feedback from your instructor and considering additional information you have learned throughout the course, revise your work in your Child Portfolio Binder from Weeks 2 to 4.
o You might find this resource helpful when completing this portion: Decoding & Applying FeedbackLinks to an external site..
Additionally, using the Part 4 of the template, complete the following on children ages 6 to 8:
· Complete the anecdotal record from this week’s discussion observation.
· Summarize three key take-aways from the observation you conducted this week.
· Discuss two developmentally appropriate activities to incorporate in the classroom.
o The activities must address at least two different domains.
o At least one activity must be play-based.
· Describe how you would use one topic from the School-AgeLinks to an external site. Virtual Lab to further support the needs or strengths of this student.
· Describe two elements from a learning environment and how they nurture the physical, socio-emotional, language, or cognitive milestones of this child.
o Discuss at least two different domains.
· Explain two activities the family can do at home to support this child’s growth and development.
Finally, complete these course reflection prompts:
· Explain how you revised your work from Weeks 2 to 4 based on your instructor’s feedback and additional information you have learned throughout the course.
· This course covered five main topics: developmental milestones, developmentally appropriate practices, learning environments, conducting observations, and family involvement.
o Identify the topics you are the most confident in.
o Explain why you are confident in these topics.
o Identify the topics you are the least confident in.
o Explain why you are not confident in these topics.
The Child Portfolio final assignment,
· Must be three pages in length and formatted according to the template. Your complete submission should include all pages you have completed throughout the entire course.
· Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.
· Must use at least two scholarly sources in addition to the course text. Cite and reference these sources in APA StyleLinks to an external site. as outlined in the Writing Center.
o The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks 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, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
o To assist you in completing the research required for this assignment, view the Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the UAGC Library and the research process, and provides some library search tips.
PART 4 35
Instructions
Starting in Week 2, you will fill out this binder for the child you observe. This binder is split into four distinct parts. You can either select the part below, use the Table of Contents to skip to the desired part, or simply scroll through the document. In the binder, you will be able to navigate through each part by selecting the corresponding tab.
Part 1
Part 3
Part 4
Part 2
Enter Date
SOPHIA
Child Portfolio Binder
Table of Contents Instructions 1 Part 1 4 Instructions 4 Important Note 4 Additional Navigation Link 4 Observation 5 Questions 6 Part 1 References 8 Part 2 9 Instructions 9 Important Note 9 Additional Navigation Link 9 Observation 10 Questions 11 Part 2 References 13 Part 3 14 Instructions 14 Important Note 14 Additional Navigation Link 14 Observation 15 Questions 15 Part 3 References 17 Part 4 18 Instructions 18 Important Note 18 Additional Navigation Link 18 Observation 19 Questions 19 Part 4 References 22
Part 1
Part 1
Instructions
Complete the following on children birth to 12 months:
· Complete the developmental checklist sections that you observed during your observation in the discussion.
· Summarize three key take-aways from the observation you conducted this week.
· Discuss two developmentally appropriate activities to incorporate in the classroom.
· The activities must address at least two different domains.
· At least one activity must be play-based.
· Describe how you would use one topic from the Infant and Toddler Virtual Lab to further support the needs or strengths of this student.
· Describe two elements from a learning environment and how they nurture the physical, socio-emotional, language, or cognitive milestones of this child.
Part 2
· Discuss at least two different domains.
· Explain why family involvement is important for developing children.
Important Note
To preserve the formatting of this document, do NOT type your responses on the colored divider pages.
Additional Navigation Link
Select the following link to return to the cover page of the binder: Return to the Cover Page
Part 4
Part 3
Observation
Name of Child Observed: Sophia
Date Observation Completed:
Developmental Checklist 8 to 12 Months
Review the list for each type of development and select Yes or No indicating the development was observed.
Gross Motor |
Observed? |
Sit up by themselves |
☒ Yes ☐ No |
Stands with assistance (i.e. holding onto furniture or hand) |
☒ Yes ☐ No |
Gets from sitting to crawling or prone (lying on stomach) position |
☒ Yes ☐ No |
Stands momentarily without support |
☐ Yes ☒ No |
May walk two or three steps without support |
☐ Yes ☒ No |
Fine Motor |
Observed? |
Uses pincer grasp (grasp using thumb and index finger) |
☒ Yes ☐ No |
Pokes with index finger |
☒ Yes ☐ No |
Puts objects into container |
☐ Yes ☒ No |
Takes objects out of container |
☒ Yes ☐ No |
Cognitive |
Observed? |
Explores objects in many different ways (shaking, banging, throwing, dropping) |
☒ Yes ☐ No |
Imitates others’ actions in play. |
☒ Yes ☐ No |
Engages in simple games of Peek-a-Boo, Pat-a-Cake, or rolling ball to another |
☒ Yes ☐ No |
Finds hidden objects easily |
☐ Yes ☒ No |
Language |
Observed? |
Babbles “dada” and “mama” |
☒ Yes ☐ No |
Babbles with inflection |
☒ Yes ☐ No |
Shouts or squeals |
☒ Yes ☐ No |
Self-Help |
Observed? |
Finger-feeds themselves |
☒ Yes ☐ No |
Extends arm or leg to help when being dressed |
☒ Yes ☐ No |
May hold spoon when feeding |
☒ Yes ☐ No |
Social and Emotional |
Observed? |
Shy or anxious with strangers |
☒ Yes ☐ No |
Keeps family members or caregivers in sight |
☒ Yes ☐ No |
May test parents at bedtime |
☒ Yes ☐ No |
Questions
Summarize three key take-aways from the observation you conducted this week. |
The observation of Sophia revealed a multifaceted tapestry of developmental milestones. Her fine motor skills emerged as particularly noteworthy, showcasing a remarkable level of dexterity in tasks such as utilizing a pincer grasp. This skill not only signifies immediate functional capabilities but also lays the groundwork for future intricate activities (Vandell et al., 2010). Concurrently, cognitive development unfolded as Sophia actively mirrored actions and responded to familiar words and sounds, highlighting her burgeoning cognitive abilities. This cognitive engagement provides a foundation for tailored instructional approaches that leverage her proclivity for mimicry and auditory comprehension. Furthermore, social-emotional milestones manifested through Sophia's evident attachment to her caregiver, emphasizing the crucial role of secure relationships in her life. This attachment not only fosters emotional security but also sets the stage for the development of trust and interpersonal bonds (Shonkoff et al., 2009). In response to these observations, post-observation strategies involve the implementation of developmentally appropriate activities that align with Sophia's strengths, emphasizing play-based approaches to stimulate fine motor skills and capitalize on cognitive receptivity. Additionally, creating a learning environment attuned to her social-emotional needs is deemed integral for fostering a holistic and supportive developmental journey. |
Discuss two developmentally appropriate activities to incorporate in the classroom. · The activities must address at least two different domains. · At least one activity must be play-based. |
1. Play-based Activity: In designing developmentally appropriate activities for Sophia, a play-based approach intertwining sensory exploration and cognitive engagement emerges as paramount. The first activity entails setting up a sensory exploration corner adorned with various textures such as sand and fabric. This play-based initiative not only caters to the sensory domain, stimulating tactile experiences, but also concurrently addresses the development of both fine and gross motor skills (Berk, 2013). As Sophia engages with different textures, she hones her ability to grasp, manipulate, and explore, fostering the refinement of her fine motor skills. Simultaneously, the varied textures provide opportunities for standing, crawling, and other gross motor movements, contributing to the holistic development of her motor skills. 2. Cognitive Activity: Complementing this, the second activity focuses on cognitive development by introducing a simple matching game involving pictures or objects. This cognitive-centric endeavor not only cultivates memory skills but also enhances Sophia's ability to recognize patterns and associations. Through the act of matching, she engages in cognitive processes, strengthening her memory recall and visual discrimination. The inclusion of visually stimulating elements contributes to cognitive engagement, providing a structured yet enjoyable avenue for her to exercise her burgeoning cognitive abilities (Vandell et al., 2010). By intertwining play with targeted cognitive challenges, these activities create a synergistic learning environment that caters to multiple domains, ensuring a well-rounded developmental experience for Sophia. |
Describe how you would use one topic from the Infants and Toddlers Virtual Lab to further support the needs or strengths of this student. |
Language Development: I would strategically leverage the "Language Development" topic from the Infants & Toddlers Virtual Lab School webpage to bolster Sophia's linguistic proficiency. Upon reviewing the content, I gleaned invaluable insights into effective strategies for nurturing language development in infants. The emphasis on frequent verbal interaction, employing simple words and sentences, and responsive communication to their vocalizations aligns seamlessly with Sophia's current developmental stage (Virtual Lab School, 2023). Choosing this specific topic is rooted in the recognition of the pivotal role language plays in overall cognitive and socio-emotional growth during infancy. Implementing insights from this topic, I would conscientiously integrate consistent verbal engagement into Sophia's daily routine. Engaging her in conversations using straightforward language tailored to her developmental level would provide a rich linguistic environment (Berk, 2013). Additionally, responding attentively to her vocalizations would not only encourage her to explore and express herself but also reinforce the reciprocal nature of communication. The expected outcomes involve a heightened language acquisition trajectory for Sophia, as she becomes immersed in a language-rich atmosphere designed to stimulate her receptive and expressive language skills (Shonkoff et al., 2009). By incorporating these strategies, the aim is to create an environment that not only supports her current linguistic abilities but also acts as a catalyst for the unfolding complexities of language development during infancy. |
Describe two elements from a learning environment and how they nurture the physical, socio-emotional, language, or cognitive milestones of this child. · Discuss at least two different domains. |
In crafting an enriching learning environment for Sophia, two pivotal elements have been meticulously designed to foster development across distinct domains. Element 1 involves the creation of a cozy reading nook adorned with soft cushions, specifically addressing language and socio-emotional milestones. This intentional space encourages Sophia to engage in shared reading experiences, fostering her language development as she is exposed to a variety of words and language patterns. Simultaneously, the shared reading experiences in a cozy and comfortable setting facilitate socio-emotional connections, creating a positive association with literacy and nurturing a sense of security and attachment (PennState Extension, 2018). Element 2 focuses on implementing a play area equipped with age-appropriate toys, targeting both physical and cognitive milestones. This designated space offers opportunities for physical activity, supporting the development of Sophia's fine and gross motor skills as she interacts with toys that encourage movement and coordination (Shonkoff et al., 2009). Additionally, the diverse array of toys stimulates cognitive exploration, promoting problem-solving, spatial awareness, and sensory engagement (Berk, 2013). By strategically choosing these domains, the learning environment aims to provide a holistic approach to Sophia's development, acknowledging the interconnectedness of physical, cognitive, and socio-emotional milestones. The anticipated outcome is a well-rounded and stimulating environment that aligns with Sophia's developmental needs, fostering a love for learning and laying a foundation for future academic success. |
Explain why family involvement is important at this stage of development. |
Family involvement is integral in comprehensively understanding and supporting Sophia's developmental journey during infancy. Extensive research, as highlighted by the Centers for Disease Control and Prevention (2019), underscores the positive impact of parental engagement in early childhood education on a child's academic and social outcomes. By actively involving Sophia's parents in her educational journey and maintaining open lines of communication about her progress, we strive to cultivate a supportive ecosystem that extends beyond the classroom, ensuring consistent reinforcement of developmental milestones both at home and in educational settings. While the research does not explicitly emphasize differences in the roles of fathers and mothers in early childhood education, it underscores the collective impact of family members, including siblings and extended family. The involvement of diverse family members contributes to a rich learning environment for Sophia, encompassing various perspectives and support systems that complement her developmental journey (Shonkoff et al., 2009). To convey this information to Sophia's parents, educators can adopt a collaborative approach, emphasizing shared responsibility in nurturing her growth and fostering open communication channels, workshops, and interactive sessions to actively involve parents in Sophia's educational experiences. This collaborative effort aims to create a harmonious partnership between home and school, ensuring Sophia receives consistent and comprehensive support throughout her developmental journey (Vandell et al., 2010). |
Part 1 References
Berk, L. E. (2013). Child Development (9th ed.). Boston, MA: Pearson Education.
Centers for Disease Control and Prevention. (2019, January 30). Child Development: Parenting Matters. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdevelopment/features/parenting-matters.html
Euse, D. (2022). ECE205 | Sophia Discussion 2 – The University of Arizona Global Campus. https://uagc.mediaspace.kaltura.com/media/ECE205+%7C+Sophia+Discussion+2/1_rebftax1
Learning Environments: An Introduction | VLS. (2010). Virtuallabschool.org. https://www.virtuallabschool.org/infant-toddler/learning-environments/lesson-1
PennState Extension. (2016). Exploring Developmentally Appropriate Practice (DAP). https://bkc-od-media.vmhost.psu.edu/documents/TIPS1401.pdf
PennState Extension. (2018). Why observe children? https://bkc-od-media.vmhost.psu.edu/documents/HO_WhyObserveChildren.pdf
Shonkoff, J. P., Boyce, W. T., & McEwen, B. S. (2009). Neuroscience, molecular biology, and the childhood roots of health disparities. JAMA, 301(21), 2252. https://doi.org/10.1001/jama.2009.754
Virtual Lab school. (2023). Infants & Toddlers |. https://www.virtuallabschool.org/infant-toddler
Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3), 737–756. https://doi.org/10.1111/j.1467-8624.2010.01431.x
PART 1 12
Part 2
Part 1
Instructions
Complete the following on toddlers:
· Complete the developmental checklist sections that you observed during this week’s discussion observation.
· Summarize three key take-aways from the observation you conducted this week.
· Discuss two developmentally appropriate activities to incorporate in the classroom.
· The activities must address at least two different domains.
· At least one activity must be play-based.
· Describe how you would use one topic from the Infants and Toddlers Virtual Lab to further support the needs or strengths of this student.
· Describe two elements from a learning environment and how they nurture the physical, socio-emotional, language, or cognitive milestones of this child.
Part 2
· Discuss at least two different domains.
· Explain two activities the family can do at home to support this child’s growth and development.
Important Note
To preserve the formatting of this document, do NOT type your responses on the colored divider pages.
Additional Navigation Link
Select the following link to return to the cover page of the binder: Return to the Cover Page
Part 3
.
Part 4
Observation
Name of Child Observed: Sophia
Date Observation Completed:
Important Note: This is an abbreviated milestones checklist for the purposes of this week’s observations. It does not include all milestones for this age range. For a more comprehensive list of milestones, review the required and recommended readings for this week.
Developmental Checklist 24-36 months
Review the list for each type of development and select Yes or No indicating the development was observed.
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