Classes at every grade level are comprised of students at varying stages of cognitive, linguistic, physical, social, and emotional development. Teachers mu
Classes at every grade level are comprised of students at varying stages of cognitive, linguistic, physical, social, and emotional development. Teachers must be able to design developmentally appropriate, challenging instruction that increases engagement and learning for all students. Carefully read and examine each scenario located on the “ELM-201 Development Scenarios” template. Each one depicts a student that differs in one or more areas of their development. After reading each scenario, apply the major concepts, principles, theories, and research related to the development of children and young adolescents as you respond. Each response should be 150-200 words, and include the following:
- Typical developmental milestones for the developmental area and grade level included in the scenario.
- At least three developmentally appropriate strategies that can be implemented in the classroom to specifically address each student’s varying abilities. At least one strategy for each scenario must be challenging and demonstrate high levels of student engagement. Consider what you know about Vygotsky and the zone of proximal development (ZPD).
Support your work with 2-3 scholarly resources. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
ELM-201 Development Scenarios
In the following scenarios, students are exhibiting one of the four types of atypical development: linguistic, physical, cognitive, and social/emotional. Students are not currently receiving accommodations due to an IEP or 504 plan.
Scenario 1: Linguistic
Luz is 8 years old and in the third grade. She is an English language learner who is one year below grade level in reading and writing. The only language spoken in her home is Spanish. Luz struggles with reading comprehension and is behind in vocabulary development. She also struggles to form complete sentences while writing but can sound out words she is unfamiliar with.
Scenario 2: Physical
Henry is a 6-year-old and in the first grade. He is having trouble gripping and holding his pencil and creating accurate marks. Henry does not have sufficient control over holding his writing utensil.
Scenario 3: Cognitive
Jamere is 12 years old and in the seventh grade. He struggles with using critical thinking skills and consistently gives only basic responses to questions in class. Jamere enjoys learning when there is an activity involved but needs assistance in getting started and during difficult parts of the activity.
Scenario 4: Social/Emotional
|
Scenario 1: Linguistic |
Typical Linguistic Milestones |
Developmentally Appropriate Strategies |
|
Scenario 2: Physical |
Typical Physical Milestones |
Developmentally Appropriate Strategies |
|
Scenario 3: Cognitive |
Typical Cognitive Milestones |
Developmentally Appropriate Strategies |
|
Scenario 4: Social/Emotional |
Typical Social/Emotional Milestones |
Developmentally Appropriate Strategies |
References:
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