Can you do a disscussion board and a content review assignment and application assignment?

Part 1: Identify Your Child

The first part of your Child Observation Project requires that you select a child as the focus of your project and obtain parent/family permission. This child could be the child of a friend, a neighbor, a niece or nephew—however; it cannot be your own child. As you select the child, keep in mind that you will need to work with his/her parent/close family member during Week 2 and observe him/her twice during Week 3 for approximately 45 minutes each time. In the process of confirming the family’s participation, make sure that the parent/family member is comfortable with the project and understands the purpose, which is for your educational development. Note: Out of respect for privacy and confidentiality, do not use the full name of the child whom you are working with or the names of any family members. You may use initials, first names, or fictitious names.

Plan

• Review pages 31–33 of Assessing and Guiding Young Children’s Development and Learning, focusing on how assessment can be utilized to monitor children’s development and learning.

Implement: Take the First Steps

• Based on what you have learned about assessment so far in the course, write a letter that you can share with the child’s parents or family members that explains the role of assessment in monitoring children’s development and learning, and gives an overview of what the Child Observation Project involves.
• Obtain parent/family member permission for their child to take part in this project.

Note: By the end of this week, you should have identified the child whom you will be using for your Child Observation Project. Your work with this child will begin during Week 2.

Reflect

Consider:

For this assignment, submit:

Assignment length: Minimum 2 pages

Submit this assignment by Day 7.

You will submit this assignment at the end of the week.

Disscusion board:

Assessment and Early Intervention

The process of assessment should always be viewed as the first step in a potential intervention process.
—McCann & Yarbrough, “Snapshots: Incorporating Comprehensive Developmental Screening Into Programs and Services for Young Children”

For the purpose of this Discussion, imagine that you are a licensing representative for several early childhood programs in an urban community. Part of your professional responsibilities include conducting regular visits to early childhood centers and family child care homes to make sure that licensing standards are being met. On a recent visit to a child care center, one of the teachers in the classroom expresses the following concern:

Jose is an 18-month-old in our class. Since he joined our program two months ago, both my co-teacher and I have noticed that he that does not seem to interact with individuals or objects in ways I would expect of a child his age. For instance, he rarely plays with toys and seems resistant to frequent touches and affection offered by either of us. I raised my concerns to his parents, asking them if they have noticed anything similar in their home environment. Their response was “he seems pretty typical to us, let’s just wait and see.”

Consider the information on developmental screening presented in the article “Snapshots: Incorporating Developmental Screening into Programs and Services for Young Children,” and the DVD segment “Screening and Assessment“.

By Day 3:

Post your response to the following question:

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• How you might respond to this early childhood teacher with regard to steps in the assessment process that should be taken to better understand Jose and foster growth and learning at this point in time?
  

Content Review:

1. Consider what you have learned about why we assess young children. Based on pages 31–33 of Assessing and Guiding Young Children’s Development and Learning and the video segment “Overview of Assessment”,” briefly explain the importance of developmentally appropriate assessments.

2. Policymakers, the early childhood profession, and other stakeholders in young children’s lives have many shared responsibilities regarding effective assessment (NAEYC & NAEC/SDE, 2003, p. 4). Using the information presented on pages 3–6 of Assessing and Guiding Young Children’s Development and Learning, explain the responsibilities of each of these groups in ensuring effective assessment.

3. Each child approaches, interacts, and processes their world in unique ways. Effective assessment takes this uniqueness into account through sensitivity to individual abilities and linguistic, social, and cultural differences. Review pages 18–23 of Assessing and Guiding Young Children’s Development and Learning, and explain, using examples, why sensitivity to each of these factors is such an important component of effective assessment. Then, summarize the role fair and impartial assessment plays in achieving this sensitivity.