Cd 352 Developmental Milestone Assessmentthe Why Overview Of The Pur ✓ Solved

CD 352 Developmental Milestone Assessment The Why: Overview of the Purpose of the Assignment The purpose of this assignment is to determine developmental influences that may be contributing to young children’s behaviors and relates to Developmentally Appropriate Practice (DAP’s) 3 criteria in the following ways: 1. What you know about how all children develop and learn *The checklists items themselves serve as reminders of how children in a particular age should be developing, growing, and learning. 2. What you know about the strength, needs, and interests of individual children *The completion of the checklists by the teachers tells you about the specific children about whom you have selected to write.

Normally, CD 352 students would make these observations across the semester themselves as they interacted personally in the classrooms, filling in any gaps, as needed, through teacher interviews. The teachers have taken this step for you to provide you with the information on these specific children’s strengths, needs, and interests. 3. What you know about the social and cultural contexts in which children live *The case studies provided on each individual child provide you with important social and cultural information about the children so that you can have a “larger lens†in trying to understand and know them as you complete this assignment. When students can identify where young children are developmentally and know who they are socially and culturally, it can be easier to connect to the reasons for behaviors that seem challenging and better assess how to provide guidance in appropriate ways.

This assignment also highlights the responsibility educators have in conducting ongoing observational assessments to guide appropriate interactions with young children. The What: What You Will Use and Gain from this Assignment Skills : This assignment will help you practice the following skills that are essential to your success in this course, this field, and even in your own personal lives. * Making inferences based on developmental checklists * Objective language * Strengths-based language Knowledge : This assignment will also help you to become familiar with the following important content knowledge in this discipline: * Normative developmental milestones * Typical behaviors of young children * Developmentally appropriate guidance strategies The How: Procedure Students will view eight CDC’s developmental milestone checklists and link the assessment to behavior and guidance.

To complete this assignment, you should: 1. Read the 4 attached documents. Each attachment includes a brief description of the classroom environment and two completed “Learn the Signs. Act Early.†checklists and background information on the two children for that age category. · two-year-old case studies · three-year-old case studies · four-year-old case studies · five-year-old case studies 2. Choose two case studies, which each include information on 2 children , a boy and a girl.

You will complete the remainder of this assignment using your chosen case studies. You will, thus, have a total of 4 children (ex. 2 three-year-olds and 2 five-year-olds) to review and determine how development may be contributing to challenging behavior. Layout and Content of Paper: · Follow APA guidelines for Level 1, 2, and 3 Headings, as demonstrated below. Reference the site below for guidance, and be sure to NOT copy examples below verbatim, NOT include instructional material in the body of your paper, or leave OUT necessary information referenced in parentheses of the headings of your paper.

For example, in this Level 1 heading formatting example below, the expectation is that you will insert each child’s first initial and age and NOT retype (child’s initial and age) in the heading itself. · Case Study Review for (child’s initial and age) Developmental Summary (Summarize the child’s development based on the completed Learn the Signs. Act Early. All developmental domains should be included. Include strengths and possible red flags (causes for concern that have been noted) in your description. This should be objective.) · Example from an infant classroom: One year-old Joseph enjoys exploring new toys by banging objects together and finding hidden toys.

He is beginning to say a few words and gestures his wants and needs to his caregivers. He plays games such as peak-a-boo and patty cake. He finds it difficult to cruise along furniture or get into the standing position without an adult's help. Crawling is challenging and he is dragging one half of his body as he scoots across the floor. Joseph is unable to pick up small items such as bites of food using a pincer grasp and bring to his mouth or use a spoon to self-feed.

Developmental Influences on Behavior (Based on the child’s development and teacher report, summarize what you believe are possible developmental influences that could be contributing to behavior challenges in a minimum of 5 sentences. Explore connections between the challenging behaviors and the child’s current level of development. Ask yourself “What skills has the child not yet achieved that might be contributing to the challenging behaviors?†For example, if a child has red flags in communication, he/she may not understand verbal instructions and nonverbal communication or may be frustrated with his/her lack of expressive ability and act out accordingly. The red flags in communication may be expressive language delays (the child is unable to use verbal language effectively and having trouble problem solving with peers).) You will complete the above case study review for your chosen four case studies, two for each of your selected ages.

Development Reflection (In this section, paragraph 1, address, with a minimum of 5 sentences, the following question: How is the awareness of typical developmental milestones important for guiding interactions with children? In paragraph 2, respond to the following question with a minimum of 5 sentences, using at least one example from the case study as support: How would your awareness of a child’s developmental delays influence your interactions with the child?) Criteria for Success 1. Paper is formatted in the following manner: a. 12 pt. TNR font b.

Double-spaced c. Microsoft word d. Guidelines discussed above are followed (2 headings, required number of paragraphs, thorough responses, etc.) 2. Case study summaries and reflection are thoughtful and reference specific developmental milestones and challenging behaviors. 3.

Grammar and spelling errors should be minimal to non-existent (use Word and online tools and resources available to you to help proof) 4. Review the rubric for details on grading PRIOR to grading. Developmental Milestone Rubric Excellent Average Needs Improvement No Marks Case Study . Provides a thorough explanation of the child’s developmental abilities overall, specific to each developmental domain; 2. identifies strengths and possible red flags in objective manner; 3. makes inferences on how development may contribute to challenging behaviors. (8) Student is missing key information or did not provide a thorough explanation from one of the requirements in the excellent column. (5) Student is missing key information or did not provide a thorough explanation from two of the requirements in the excellent column. (2) Student’s description is brief, overall non-specific, does not make inferences, and does not show knowledge of developmental milestones and challenging behavior. (0) Case Study .

Provides a thorough explanation of the child’s developmental abilities overall, specific to each developmental domain; 2. Identifies strengths and possible red flags in objective manner; 3. Makes inferences on how development may contribute to challenging behaviors. (8) Student is missing key information or did not provide a thorough explanation from one of the requirements in the excellent column. (5) Student is missing key information or did not provide a thorough explanation from two of the requirements in the excellent column. (2) Student’s description is brief, overall non-specific, does not make inferences, and does not show knowledge of developmental milestones and challenging behavior. (0) Case Study .

Provides a thorough explanation of the child’s developmental abilities overall, specific to each developmental domain; 2. Identifies strengths and possible red flags in objective manner; 3. Makes inferences on how development may contribute to challenging behaviors. (8) Student is missing key information or did not provide a thorough explanation from one of the requirements in the excellent column. (5) Student is missing key information or did not provide a thorough explanation from two of the requirements in the excellent column. (2) Student’s description is brief, overall non-specific, does not make inferences, and does not show knowledge of developmental milestones and challenging behavior. (0) Case Study .

Provides a thorough explanation of the child’s developmental abilities overall, specific to each developmental domain; 2. Identifies strengths and possible red flags in objective manner; 3. Makes inferences on how development may contribute to challenging behaviors. (8) Student is missing key information or did not provide a thorough explanation from one of the requirements in the excellent column. (5) Student is missing key information or did not provide a thorough explanation from two of the requirements in the excellent column. (2) Student’s description is brief, overall non-specific, does not make inferences, and does not show knowledge of developmental milestones and challenging behavior. (0) Development Reflection The reflection on how development should guide adult interactions with children and how your increasing awareness of the child’s developmental status would influence your interactions with children was thoughtful and thorough.

The student included on example from the case study to showcase how development influences interactions. (10) The reflection on how development should guide adult interactions with children and how your increasing awareness of the child’s developmental status would influence your interactions with children was emerging but lacked depth of knowledge or did not meet length guidelines. OR The student did not include an example from a case study, or the example provided did not showcase how development influences interactions. (7) The reflection on how development should guide adult interactions with children and how your increasing awareness of the child’s developmental status would influence your interactions with children was emerging but lacked depth of knowledge or did not meet length guidelines.

AND The student did not include an example from a case study, or the example provided did not showcase how development influences interactions. (3) The reflection on how development should guide adult interactions with children and how your increasing awareness of the child’s developmental status would influence your interactions with children did not meet the objectives of this assignment. (0) Mechanics & Formatting No mechanical errors (grammar, spelling, formatting) that make the assignment easy to read and understand. (8) Some (1-3) mechanical errors (grammar, spelling) that make the assignment somewhat difficult to read and understand. OR The student did not follow formatting requirements found in “criteria for success.†(4) Many (4 or more) mechanical errors (grammar, spelling) that make the assignment difficult to read and understand and/or the student did not follow the formatting requirements found in “criteria for success.†(

Paper for above instructions

Developmental Summary for Child A (Ages Two)

Child A, a two-year-old girl named Sarah, exhibits key developmental milestones aligned with her age. In the cognitive domain, Sarah enjoys exploring her environment and shows curiosity in manipulating objects, demonstrating basic problem-solving skills, such as fitting shapes into corresponding holes. She counts using one-to-one correspondence but occasionally skips numbers and relies on visual cues (CDC, 2023). Academically, she recognizes some letters and shows interest in books, particularly those with colorful images.
In the physical domain, Sarah demonstrates gross motor skills by running, jumping, and climbing (CDC, 2023). However, she struggles with fine motor skills; she has difficulty using a spoon while self-feeding and cannot effectively grasp small items, indicating a need for practice to develop a pincer grasp intended for picking up smaller pieces of food.
Regarding the social-emotional domain, Sarah exhibits clear attachment to her caregivers and enjoys interactive games like peek-a-boo. However, she can sometimes display frustration when she does not get her way, often resorting to tantrums (CDC, 2023).
In the language domain, Sarah can articulate simple two- to three-word phrases but frequently reverts to gestures to express her needs, indicating that her expressive language may not fully match her verbal comprehension skills. She struggles with communication, which could lead to challenges when interacting with peers or adults.
Potential red flags in Sarah's development include her limited fine motor skills and occasional difficulty in expressive language, as she still relies heavily on gestures and facial expressions to communicate. This reliance on non-verbal communication may lead to frustrations during social interactions, corresponding with her tantrum behaviors.

Developmental Influences on Behavior

Sarah’s developmental challenges, particularly in fine motor skills and language, significantly influence her behavior. Her reliance on gestures indicates a delay in expressive language, which may cause her frustrations during social interactions. This frustration could also contribute to her tantrums when faced with obstacles, such as her inability to acquire toys or communicate needs effectively. As her peers develop advanced language skills, Sarah may feel isolated or misunderstood, exacerbating her challenging behaviors. Recognizing this connection between Sarah's developmental delays and her behavior is essential in guiding her positive interactions and supportive frameworks within her environment.

Developmental Summary for Child B (Ages Two)

Child B, a two-year-old boy named Marco, exhibits similar developmental milestones. In the cognitive domain, Marco showcases curiosity through exploration, but he appears less engaged with problem-solving tasks than Sarah. For instance, he demonstrates difficulty solving simple puzzles or understanding cause-effect relationships (CDC, 2023).
In terms of physical development, Marco exhibits strong gross motor skills. He runs and climbs with confidence, but his balance sometimes appears wobbly, indicating areas for growth. His fine motor skills lag slightly behind; he can squeeze playdough but struggles with using crayons effectively (CDC, 2023).
Within the social-emotional domain, Marco is friendly and sociable, often initiating play with peers. However, he can become possessive about toys, leading to accidents or conflicts, revealing an emerging difficulty in sharing (CDC, 2023).
In the language domain, Marco can express himself using short phrases but often repeats words and sounds without fully forming sentences. This repetition may delay his interactions with peers as they may not understand him clearly during play.
Marco's red flags in development encompass his limited problem-solving skills and capacity to share effectively with peers. The possessiveness he exhibits over toys indicates a potential challenge in transitioning from parallel play, which could hinder his ability to engage in cooperative play with other children.

Developmental Influences on Behavior

Marco’s developmental challenges have clear influences on his social interactions and behaviors. His difficulty with problem-solving may contribute to his frustration during play, particularly when he is unable to complete tasks independently. Furthermore, his struggle with sharing manifests in his possessiveness of toys, leading to conflicts that cause distress for both him and his peers. Recognizing these connections allows educators to intervene by providing guided play experiences that emphasize collaboration and sharing while fostering Marco's development in problem-solving.
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Developmental Summary for Child C (Ages Three)

Child C, a three-year-old boy named Liam, displays an array of developmental milestones consistent with his age. In cognitive development, Liam exhibits curiosity and exhibits enthusiasm for learning. He can solve basic puzzles and follows multiple-step instructions, showing marked improvement in his problem-solving skills (CDC, 2023). His knowledge of colors, shapes, and counting has expanded, which reflects excitement in engaging with early academic concepts.
In the physical domain, Liam demonstrates strong gross motor skills, running, hopping, and climbing with agility. He also shows progress in fine motor skills, as he can manipulate small blocks and use crayons, though his drawings still lack detail (CDC, 2023).
Regarding social-emotional development, Liam showcases an emerging awareness of emotions and can discuss feelings, indicating growth in empathy and social understanding. However, he continues to experience occasional difficulties resolving disputes with peers, revealing ongoing developmental challenges in emotional regulation (CDC, 2023).
Liam presents limited red flags in development; however, his challenges maintain focus on social interactions, indicating the need for improved negotiation and sharing skills as he navigates peer interactions.

Developmental Influences on Behavior

Liam’s developmental capacities heavily influence his behavior in social settings. His ability to follow instructions and problem-solve supports positive play experiences, indicating that he thrives in structured environments. However, while his cognitive skills advance, his emotional regulation still requires development; this gap may lead to occasional difficulty when addressing conflicts with peers, representing an area where he may feel overwhelmed or uncertain. Recognizing this developmental discrepancy allows educators to facilitate role-playing scenarios that enhance conflict resolution strategies, fostering Liam's ability to engage positively with his peers.

Developmental Summary for Child D (Ages Five)

Child D, a five-year-old girl named Ella, exhibits advanced development across multiple domains. In the cognitive domain, she shows a strong grasp of early literacy concepts, including letter recognition and phonemic awareness. Ella engages in storytelling, demonstrating her understanding of narrative structure and sequencing (CDC, 2023).
Ella has strong physical capabilities, adeptly jumping, skipping, and maintaining physical balance. She demonstrates advanced fine motor skills through activities such as cutting with scissors, stringing beads, and writing her name clearly (CDC, 2023).
Within the social-emotional realm, Ella demonstrates clear empathy and understanding of social cues. She effectively collaborates and shares during group activities but occasionally displays territorial behaviors (CDC, 2023). She is overall socially competent but may require guidance when addressing sudden changes.
Ella’s development does not show significant red flags; instead, her early literacy skills and ability to navigate social situations solidify a foundation for kindergarten readiness.

Developmental Influences on Behavior

Ella’s developmental strengths serve to enhance her positive behaviors. Her advanced cognitive skills support her engagement in literacy and social activities while enhancing her collaborative skills. However, as she progresses into more complex social situations, her occasional possessiveness over materials indicates a potential need for guidance in managing competition and sharing in group dynamics. Recognizing this balance between her developmental readiness and emotional management equips educators to create supportive environments that facilitate cooperation during play.
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The awareness of typical developmental milestones is vital for guiding interactions with children, as it provides the necessary framework for understanding their capabilities and potential challenges. Ensuring that educators are well-versed in developmental milestones allows them to create supportive, engaging learning environments that accommodate various developmental stages. Knowledge of these milestones aids in tracking progress, recognizing when support may be required, and tailoring guidance to cultivate successful learning experiences. For instance, if a teacher is aware that a child has limited fine motor skills, they might modify activities to allow for additional practice without overwhelming the child, ultimately fostering skill development.
Increasing awareness of a child's developmental delays significantly influences the educator's interactions. For example, upon noticing that Sarah struggles with communication, a teacher can implement daily routines that incorporate rich vocabulary and encourage verbal expression, thereby enhancing her language skills. Furthermore, understanding challenges allows educators to modify their expectations and interventions, recognizing that a child who relies on gestures needs more time and encouragement to develop verbal communication. This intentional approach not only supports the child's growth but also fosters positive educator-child relationships built on trust and understanding (Hirsh-Pasek & Golinkoff, 2011).
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References

1. CDC. (2023). Learn the Signs. Act Early. Retrieved from [https://www.cdc.gov/ncbddd/actearly/milestones/index.html](https://www.cdc.gov/ncbddd/actearly/milestones/index.html)
2. Hirsh-Pasek, K., & Golinkoff, R. M. (2011). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 128(1), 204-213.
3. American Academy of Pediatrics. (2022). Policy statement: Early literacy as a vital sign. Pediatrics, 140(6), 10-11.
4. Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
5. Neuman, S. B., & Roskos, K. (2007). Literacy knowledge in preschool: The case for a balanced approach. The Reading Teacher, 61(2), 90-97.
6. Whitebread, D., & Basilio, M. (2013). The importance of play in young children's learning. Advances in Early Education and Day Care, 16, 139-156.
7. Stipek, D. J. (2002). Education and motivation. Annual Review of Psychology, 53, 27-49.
8. Smith, P. K. (2010). Play and Social Development in Children. American Journal of Play, 2(4), 507-516.
9. Vygotsky, L. S. (1978). Interaction between learning and development. In Mind in Society: The Development of Higher Psychological Processes (pp. 79-91). Harvard University Press.
10. Saracho, O. N., & Spodek, B. (2003). Contemporary perspectives on play in early childhood education. Research in Childhood Education, 18(2), 109-112.
This comprehensive approach to understanding child development through observational assessments not only supports educators in their teaching practice but also prioritizes the children’s holistic development in nurturing learning environments.